Becoming future-proof STEM teachers for enhancing sustainable development: A proposed general framework for capacity-building programs in future studies

Abstract

Post-normal times and post-normal science are characterized by contradictions, unknown unknowns and uncertainties, and complexity. These global grand challenges require a revolutionary shift in thinking and mindset on the part of teachers and students Therefore, there is an urgent need to identify new roles for STEM education that will prepare students for this post-normal world and the sustainability mindset it requires. STEM education supports sustainable development by building the capacities of future generations. The integration of Future Studies (FS) into STEM education practices is therefore critical to support efforts at sustainability and to ensure that students are competent 21st century problem-solvers. Building STEM students’ competencies in this area depends on their teachers having the appropriate knowledge and skills to integrate FS within their subjects. Therefore, Futures Studies should be included in STEM education teachers’ capacity-building programs. Based on a sample of 52 Egyptian university academics, this study revealed the basic knowledge and skills that should be included in a Future-Proof STEM teachers capacity-building program.