Recommendations

Recommendations for proactive and anticipatory policy making

led by University of Oxford, UOXF, United Kingdom

The first main action, led by the University of Oxford, will generate recommendations for producing policy briefs. We will extensively use a Delphi methodology throughout its tasks to assess policy makers’ attitudes and arrive at a general consensus based on their understanding of needs in light of the input about the findings from the first work packages of the project. The recommendations will be further discussed with the RRI community through interviews and research and education institutions representatives in the dissemination activities. The second main action, led by Kaunas University of Technology, concerns the analysis of the RRI frameworks and aims to revise the MoRRI indicators.

Integrating futures-thinking in schools through active interdisciplinarity and new collaborations

Policy brief extract
Source: Skye Studios via Unsplash.com

This policy brief draws on the first progressive reports elaborated during the first half of the project by WP1, WP2 and WP3. They inform about the preliminary approach to address the alignment of science teaching/learning in formal contexts, the exploration of new languages, narratives and arts and the futurisation of science education. 

The recommendations are divided into three types: Institutional, Teaching & Learning and Curriculum recommendations. These findings will be revised on the basis of the results of the Delphi study. 

The key points of each recommendation are the following:

Institutional: To foster interdisciplinarity, institutions should consider:

    • Contexts to create “third spaces”
    • Cultural change
    • Organisational processes

Teaching & Learning: To enhance and support schools and teachers to explore new collaborations with artists and creative professionals, teaching and learning practices should capitalise on:

    • Fostering immersive experiences
    • Including storytelling
    • Prioritizing timely themes
    • Making use of traditional and digital tools
    • Going beyond frontal teaching 
    • Fostering inclusive practices in lessons

Curriculum recommendations.

To enhance curriculum content, national curricula should provide opportunities for integrating futures-thinking in school subjects and programs by: 

    • Clarifying the concept of futures 
    • Address ongoing trends or developments
    • Addressing students’ perceptions of time to help students deal with 
    • Incorporating the five dimensions of Futures Consciousness
    •  

You can download the document with a detailed description of each key point here.

FEDORA, Future-oriented Science Education to enhance Responsibility and Engagement in the society of acceleration and uncertainty, is a 3-year EU-funded project. It started in September 2020 and will deploy its activities until August 2023. It gathers 6 partner institutions from 5 European countries.
FEDORA has received funding from the European Union’s Horizon 2020 Research and Innovation Programme under Grant Agreement no. 872841
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