Futures Thinking and Foresight on the Innovative Teaching Strategies of the Pre-Service Elementary Teachers towards Education 5.0, Northwestern Philippines

Nick C. Caiga, Luiza S. Abulencia, Angelyn R. Soliveres, Belinda E. Bacani, Kristine Jade S. Gahuman, Angelene F. Lorenzo and Geraldine G. Manzon
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Nick C. Caiga: Pangasinan State University – San Carlos City Campus
Luiza S. Abulencia: Pangasinan State University – San Carlos City Campus
Angelyn R. Soliveres: Pangasinan State University – San Carlos City Campus
Belinda E. Bacani: Pangasinan State University – San Carlos City Campus
Kristine Jade S. Gahuman: Pangasinan State University – San Carlos City Campus
Angelene F. Lorenzo: Pangasinan State University – San Carlos City Campus
Geraldine G. Manzon: Pangasinan State University – San Carlos City Campus

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 2448-2475

Abstract: As education demands evolve, teachers are expected to be more than content deliverers; they must be adaptable, innovative, and forward-thinking. This study examines how pre-service elementary teachers at Pangasinan State University, San Carlos City Campus prepare to meet these expectations by applying futures thinking and foresight in developing teaching strategies aligned with Education 5.0. This emerging educational model integrates advanced technology with human-centered skills such as creativity, emotional intelligence, and critical thinking to foster holistic student development. Using a quantitative descriptive approach, the study surveyed 153 pre-service teachers during the first semester of the 2024–2025 academic year. It assessed their knowledge of Education 5.0, the teaching strategies they commonly employ, their use of future-oriented thinking, challenges encountered, and their perceptions of the future of teaching. Findings reveal that most pre-service teachers are familiar with key Education 5.0 concepts, particularly personalized learning and technology integration. Frequently used strategies include project-based learning, digital tools, and student-centered approaches. Many participants also naturally incorporate elements of strategic foresight and design thinking in lesson planning, even if not explicitly recognized as such. Despite these positive trends, challenges remain. Limited access to modern technology, insufficient training on innovative methods, and uncertainty about applying future-focused ideas in real classrooms were common obstacles. Nevertheless, the results suggest that pre-service teachers are motivated and capable of becoming innovative educators with adequate support. This research highlights the need to enhance teacher education programs by providing more hands-on experience with digital tools, embedding futures thinking into curricula, and offering continuous professional development. Strengthening these areas is essential to prepare future teachers to create responsive, inclusive, and future-ready classrooms that meet the demands of a rapidly changing world.

Date: 2025
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