Integrating crisis learning into futures literacy – exploring the “new normal” and imagining post-pandemic futures

Abstract

Purpose Crises are major events or periods faced by individuals, groups and society. This paper aims to explore the value of facilitating (un)learning in and from crises. Educators have a key role in building futures literacy (FL) for dealing with uncertainties, understanding emergence and responding to rapid, complex change. Integrating crisis learning as part of FL is important for enhanced anticipatory and crisis responses. Design/methodology/approach Adapting from causal layered analysis (CLA) methodology, experimental virtual futures workshops were designed and hosted during the coronavirus pandemic. Participants discussed COVID-19 crisis responses and imagined the “new normal”. Sessions explored mindsets applied to make sense and derive meaning from the crisis, myriad ways of adapting to uncertainty, as well as lenses used to imagine post-crisis futures. Findings In the exploratory and participatory CLA exercises, participants shared on the COVID-19 pandemic and imagined post-crisis futures. Related hopes and fears concerned self, collectives and nature. Overall, despite the dramatic nature of crises, opportunities exist for learning and transformation. Educators play a central role in heightening awareness about the dynamics and nature of crises, and integrating crisis learning into FL, as important and transformative capabilities. Research limitations/implications In exploratory dialogues, the “new normal” was applied as a frame for uncertainty. The workshops were hosted during the COVID-19 pandemic as a specific type of crisis. The workshop design is intended to be replicable in various crisis contexts and for iterative rounds with diverse groups. Therefore, futures images exemplify context-specific crisis-time sentiments. The findings presented here do not aim to be generalizable. They are liable to change across different crises, as a crisis evolves and across diverse stakeholders. Practical implications Dramatic change and crisis events offer potential moments for development, advancement and transformation. Educators have an important role in facilitating (un)learning in and from crises, elevating FL and expanding futures consciousness. The CLA methodology can assist educators to engage with multiple facets, layers and dimensions of crises. By considering crises intently, educators can help in anticipating emergence, imagining and preparing for diverse alternatives. Social implications The contemporary world is volatile, complex and ambiguous volatile, uncertain, complex and ambiguous (VUCA), as revealed by multiple crises. Crises can spotlight new possibilities and horizons and may be possible turning points. The COVID-19 is an example of a crisis disruption, which provoked thinking and contributed to action about novel prospects. To realise transformative change however, it is important to integrate crisis learning as part of FL, and here educators are an important influence. Originality/value Integrating crisis learning into FL is proposed to improve responses to the rapid pace of change and uncertainty as well as to boost crisis preparedness. As part of this, there is value in applying and developing techniques such as CLA that help explore and question assumptions, to understand diverse, possible and transformed futures. This way, we can explore, imagine and expand new horizons.

Scaling up and scaling down: Improvisational handling of critical work practices during the COVID-19 pandemic

“…During crisis requiring improvisational handling in an organisation, there is a high potential for individual learning and increased discretion performing tasks. The opportunities for learning and transformation during dramatic changes are also found in other research as reported by Karjalainen et al (2022). Another reflection from our findings is the means of involvement, trustful relations, information and communication that influence the expected results and desired outcomes.…”

“…In the wake of the COVID-19 pandemic, the capacity for learning and innovation has been identified as a crucial component in strategies for organisational change and human resource development ( Dirani et al, 2020 ; Karjalainen et al, 2022 ; Laitinen and Ihalainen, 2022 ; McLean and Jiantreerangkoo, 2020 ; Yawson, 2020 ). Because of the rapid progress of the pandemic, many organisations have been forced to respond swiftly to the changing circumstances.…”

Expanding horizons for the future with an open educational model for complex thinking: external and internal validation

“…The transformative role of education is increasingly recognized, prompting inquiries into the framework for these new models. One study sought to identify how teachers perceive the future and how they can respond to uncertainty and complex changes (Karjalainen et al, 2022). Educational systems and policymakers are exploring ways to create a more inclusive, relevant and effective approach to education in the 21st century (Foster and Piacentini, 2023).…”

Mysterious faces of hybridisation: an anticipatory approach for crisis literacy

“…Recent rapid changes and a number of events coined as crises, lacking adequate governance measures, have raised suggestions to integrate crisis awareness as part of futures literacy [ 30 ]. We suggest that crises reflect a VUCA world, as they have become more rapid and combined.…”