Intersecting futures studies and challenge-based learning: Elements of queering in futures education

This article investigates the intersection of futures studies and Challenge-Based Learning (CBL) as a possible tool to embrace the current “weirding times” to broaden participation in driving technological change and expand future imaginaries. Through a case study on an activity about microalgal technologies for the circular economy, we illustrate how intersecting futures studies with CBL may create educational spaces that promote the deconstruction of preconceived notions and power balances in education — a lato sensu form of “queering” of educational spaces. By reflecting on the results of two editions of the pilot challenge activity, we showcase how integrating futures methods in a CBL setting may aid students in devising innovative solutions aligned with sustainability goals. This study also raises the question of what futures methods are best suited to promote futures skills in non-specialist students, and what other pedagogical models futures pedagogy may synergise with. Ultimately, we propose that the synergy between futures and CBL may not only enrich pedagogical practices in higher education, but can also promote inclusion and broaden participation, aiding in envisioning more just and sustainable futures beyond the academic field.