Backcasting for Youths: Hypothetical and Critical Thinking in the Context of Sustainable Development Education

Sónia Matos (), Ana Moura Arroz, Bruna Martins, Isabel R. Amorim and Rosalina Gabriel
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Sónia Matos: Faculty of Design and Art, Free University of Bozen-Bolzano, Universitätsplatz 1-Piazza Università 1, 39100 Bozen-Bolzano, Italy
Ana Moura Arroz: University of the Azores, CE3C—Centre for Ecology, Evolution and Environmental Changes/Azorean Biodiversity Group, CHANGE—Global Change and Sustainability Institute, 9700-042 Angra do Heroísmo, Portugal
Bruna Martins: Interactive Technologies Institute-LARSyS, Polo Científico e Tecnológico da Madeira, Caminho da Penteada, Piso-2, 9020-105 Funchal, Portugal
Isabel R. Amorim: University of the Azores, CE3C—Centre for Ecology, Evolution and Environmental Changes/Azorean Biodiversity Group, CHANGE—Global Change and Sustainability Institute, 9700-042 Angra do Heroísmo, Portugal
Rosalina Gabriel: University of the Azores, CE3C—Centre for Ecology, Evolution and Environmental Changes/Azorean Biodiversity Group, CHANGE—Global Change and Sustainability Institute, 9700-042 Angra do Heroísmo, Portugal

Sustainability, 2024, vol. 16, issue 24, 1-28

Abstract: The growing interest in innovative pedagogies within education for sustainable development (ESD) calls for a renewed set of pedagogical practices. In responding to this challenge, this article draws on backcasting, a future studies method, to support education for ESD competencies among youths. It presents the design, trial, and results of one intervention designed to test the method in the context of secondary education, employing design thinking as an overarching methodology. Using a qualitative descriptive-interpretative approach with a thematic analysis to examine empirical data obtained from participants’ perspectives, we present their future visions, how much they were involved in the intervention, what they liked the most and the least, their perceived purpose, ease and adequacy in duration. Our findings show that youths embrace active methodologies such as backcasting. Since the method was new to them, participants experienced difficulties when logically chaining the steps necessary to achieve a desired future from the present state. Nonetheless, the skills underpinning backcasting are relevant to sustainable development, as they involve considering our actions regarding medium- and long-term impacts. In the end, we propose backcasting as a poignant method in the context of secondary education that can promote the development of hypothetical and critical thinking skills central to ESD competencies. While offering a theoretical discussion, a workshop protocol, and future directions for pedagogical practice and investigation, our results apply to researchers, sustainability education professionals, and teachers alike.

Keywords: ESD competencies; planning methods; future thinking; secondary education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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