Critical design futures thinking and GenerativeAI: a Foresight 3.0 approach in higher education to design preferred futures for the industry
Authors: Patel Nadya Shaznay , Lim Jawn Tze-hin 
Published: October 2024

Purpose

The purpose of this study is to examine how integrating Foresight 3.0 (FS3.0) and the Critical Design Futures (CDF) framework into higher education can enhance students’ capacity to design preferred futures for the hospitality industry. Specifically, this study hypothesises that (H1) participation in a Digital Media Production module, underpinned by the CDF framework, bolsters students’ capabilities in designing innovative solutions for future‐oriented challenges in a Future of Hospitality-themed project. Additionally, (H2) the strategic integration of Generative AI (GenAI) tools with critical, design, and futures thinking skills within the CDF framework enhances students’ intellectual agility through iterative and dialogic interactions with GenAI tools. The methodology includes online surveys, multimodal and thematic qualitative analyses of students’ digital prototypes and reflections to study the effectiveness of FS3.0 and the CDF framework in cultivating future-ready graduates.

Design/methodology/approach

This study aims to explore the adoption of innovative tools and methodologies that anticipate future challenges while promoting proactive, solution‐oriented learning within higher education. The research investigates the integration of FS3.0 with the newly developed CDF framework within a Digital Media Production module tailored for the hospitality industry. FS3.0, by merging foresight with collective intelligence, fosters a collaborative, forward‐thinking educational paradigm that enhances students’ capacity to address complex, systemic, real‐world challenges. In this context, students engage in hands‐on activities, participating in intellectual sparring with GenAI tools–prompting, critiquing, and refining AI‐generated outputs–guided by the CDF framework. This approach aims to develop students’ creative confidence, critical competence, and futures flexibility (Patel et al., 2024).

Findings

Preliminary findings suggest that integrating FS3.0 and the CDF framework elevates students’ abilities to ideate and innovate effectively, particularly in developing solutions for industry‐specific challenges in the hospitality sector. The iterative, collaborative interaction with GenAI tools appears to enhance students’ intellectual agility, enabling them to flex their problem‐solving and creative thinking skills. Consequently, the study recommends establishing a collaborative learning space involving students, instructors, and industry stakeholders to continuously redesign innovation‐related modules based on the principles of collective intelligence and interdisciplinarity. Additionally, this study proposes a broader implementation of the FS3.0 and CDF approach across various educational disciplines to nurture innovative, forward‐thinking graduates who can navigate and innovate in complex environments.

Originality/value

This study contributes to higher education by demonstrating the value of integrating Foresight 3.0 and the Critical Design Futures (CDF) framework to equip students for an increasingly uncertain and complex world. The adoption of such innovative tools and methodologies enables students to anticipate and navigate future challenges effectively. Incorporating FS3.0 into educational curricula fosters a holistic perspective among students, encouraging them to think beyond present conditions and consider broader social, economic, and environmental contexts. This approach not only enhances students’ problem‐solving skills but also strengthens their resilience in facing multifaceted, real‐world challenges.