Future-Oriented Thinking in the Czech Curriculum
DOI:
https://doi.org/10.14712/18023061.714Keywords:
sustainable development, primary education, sustainability values, anticipatory competence, curriculum, educational goals, futureAbstract
This article examines how future thinking and anticipatory competencies are integrated into education, with a particular focus on the Czech curricular context. Drawing on international frameworks developed by UNESCO and the OECD, it outlines key theoretical approaches to future‑oriented thinking and demonstrates its importance for cultivating imagination, critical thinking, and action competence. The article highlights how anticipatory competencies shape personal, civic, and professional dimensions of education: psychologically, they support the development of a forward‑looking perspective in children and adolescents, who often struggle to structure pathways toward their goals; they are essential for addressing contemporary societal challenges, including those associated with climate‑related risks; and they underpin participatory decision‑making and informed engagement with society.
Because anticipatory competence is a prerequisite for preparing learners to actively shape a sustainable future, it must be intentionally developed from the earliest stages of schooling using appropriate pedagogical methods. The research presented here investigates the extent to which the current Czech curriculum aligns with international trends in this regard. Through a qualitative comparison of the revised Czech curricular documents with the UNESCO framework and GreenComp, the study analyses how various aspects of anticipation are embedded within the three key competencies that define national educational goals. The findings reveal that, although certain anticipatory elements related to citizenship and sustainability, personal and social development, and entrepreneurship and work are present, several crucial dimensions remain insufficiently integrated. These include the ability to work with uncertainty, formulate socially relevant goals, negotiate visions of the future, critically evaluate proposals and plans, and pursue transformative change.
The study contributes to ongoing discussions about the aims of the revised curriculum for elementary education in the context of sustainability. Its findings offer insights that can inform both educational practice and the continued development of curricular documents.
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