VISIONING FUTURES 2.0: STORYTELLING AS CREATIVE RESEARCH AND HOLISTIC EXPERIENCE-ORIENTED METHOD IN PRIMARY EDUCATION

The aim of this research paper is to gain insight into pupils' conceptualisation of their future within the wider theoretical framework of Transition Pathways and Management (TPM). It stands in a row of papers about "Visioning Futures" (e.g., presented at EDULEARN18) and related potential measures to be taken regarding today's design of (continuing) education. For the first time in futurology, the group of interest was at ages between seven and nine. The reason why, could be traced back to the United Nations (UN) Sustainable Development Goal (SDG) regarding intergenerational equity and related issues, e.g., governance deficits as well as implementation challenges. Thus, the prima facie argument, that those who are affected by should have a say in corresponding decisions, defines the evolution and implementation of TPM agendas, e.g., regarding future event- and experience-management, for instance regarding tourism and depending regional developments. Given their sociocultural context, approach to technology, their experiences of risky and volatile times, etc., 7-9-years-old people are likely to have very different notions of their specific future, and the way experiences and events are evolving within this while respecting UN SDGs as well. Firstly, 73 Swiss pupils at ages between seven and nine were asked to draw a picture about their future visions, fraught with problems, as may be the case. Secondly, this paper applied - as a quite rare but creative research methodology - "Storytelling" (ST). This led to 73 recorded explanations, or to be precise, stories, about the content, aim, meaning, etc., of the drawings and how they relate to potential transitions as well as corresponding implications for the private and public sector. Above all, this research inspired pupils' confidence of conveyed interest in their awareness and future visions.