Imagining Possible Futures: A Comparative Analysis

This article presents a comparative study exploring how diverse mindscapes influence futures thinking, informing futures studies curricula and educator roles. Workshops in three locations involving two participant groups were analysed. Data collection involved a mixed method approach, including a Likert scale questionnaire and reflection essays. The study reveals diverse cultural worldviews and societal contexts in Taiwan, Mexico, and Guatemala, with cultural factors significantly shaping participants' perceptions of the future. Recognising these influences enables a nuanced understanding and informs curricula design and scaffolded learning to support the development of futures literacy.