IN-PERSON Prague Research & Teaching Conference

Abstract

This presentation explores middle and high school students’ perceptions of the future concerning sustainability perspectives within a pedagogical framework that employs narrative methods and aesthetic expressions in a future-oriented Utopian Storyline. It is based on intervention studies conducted in a middle school and a high school. By integrating a Storyline, Utopian story, and comic strip creation, a holistic innovative teaching method is developed. This research highlights the potential of narrative methods in education, contributing to the development of comprehensive strategies for teaching sustainability and preparing students for a complex and uncertain future. The aim of this intervention study is to gain deeper insights into students’ imaginative abilities and the development of future literacy, to identify pedagogical implications relevant to the continued development of teaching methods. Interventions are conducted in collaboration with teachers to explore how teaching that combines Utopian storytelling and the Storyline approach can enhance students’ future literacy. Method: Participant observations, surveys, and focus group interviews. Theory: Social cultural theory and theories of narrative pedagogy and futures literacy. Result: The study reveals that the Utopian Storyline has the potential of enhancing students’ engagement, memory retention, and sense of agency. Students perceive emotions as consciously chosen responses. The findings suggest that incorporating a Utopian Storyline fosters hope, preparedness, and emotional intelligence, empowering students to actively address environmental challenges. The study emphasizes the importance of debriefing sessions to consolidate learning and manage emotions effectively.