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This paper aims to investigate how and why foresight may affect individual and organizational learning.

This paper builds on prior research through a qualitative study with 13 foresight practitioners.

This paper derives four broad foresight capabilities that are underpinned by a number of interdependent factors and relates those to the wider literature on individual and organizational learning.

Practitioners may use this paper’s findings to enhance any individual and organizational learning effects of foresight activities. Deriving four broad foresight capabilities via a range of interdependent factors may assist practitioners with evaluating and/or enhancing the effectiveness of these capabilities in an organized fashion. Additionally, the findings show that foresight mode, with its strong relationship to foresight-related accountabilities and incentives, plays a central role in all four foresight capabilities. This stresses the importance of having a continuous foresight capability with strong top management commitment, effective governance and clearly defined roles and responsibilities.

This paper makes a number of theoretical contributions. First, it contributes toward further operationalizing foresight. Second, it demonstrates a substantial overlap between the concepts of foresight and absorptive capacity, which suggests that foresight scholars and practitioners may benefit from a large and mature related body of literature. Third, it identifies explicit links between specific foresight and individual/organizational learning constructs.

The ability to project oneself into a future landscape is a critical aspect for studying and practicing the science of foresight and foresight-based learning systems. The purpose of this paper is to discuss how we can construct immersive spatial narratives through multimedia-enhanced learning approaches, to increase deeper learner immersion and levels of creativity to transport the learner into a simulated 2030 landscape by reducing the distance between the projected reality and the Self.

The author designed a foresight-based course on the Future of Mobile Learning underpinned by a new learning system that embraced the concept of immersive spatial narratives, combining physical, virtual and cognitive learning spaces, which enable students to explore complex, undiscovered or unstructured knowledge. Practicing was carried out on 35 students who had completed the course during the preceding three years through a questionnaire and interviews to establish increased levels of creativity in a simulated future landscape.

The paper established that the addition of multimedia learning environments and tools to foresight-based learning creates immersive spatial narratives that increase creativity and learner ability to project him/herself into a simulated future landscape. In all, 75 per cent of the respondents stated that having to think about the future and place themselves in a practicing landscape increased their creative skills.

A new, foresight-based learning system driven by the concept of immersive spatial narratives, enhanced with student-created multimedia learning tools. The system demonstrated how this approach helps to increase learner creativity and the ability to transition from their Present Self to their Future Self.

Foresight often encompasses participative approaches for decision making. This paper aims to give a first overview of the authors’ research on immediate learning and networking in the context of foresight. The paper seeks to introduce a practical concept for an accompanying social research of a participatory foresight process for empirically identifying and mapping impacts; and to present empirical results from the study of a specific foresight process.

The authors apply three approaches to analyze impacts. Accordingly data were gathered in moderated workshops for process analysis; structured telephone interviews for qualitative analysis; and surveys for social network analysis.

The accompanying social research produced direct insights on experiences and knowledge acquisition of participants in a large, complex foresight process, as well as a measurable increase of personal ties in this process. This research shows that the perception of the wider spectrum of actors in a social system, as well as their rationales and approaches, are one identifiable and crucial achievement of participative foresight processes.

This research focuses on immediate learning impacts, while additional impacts of mid‐ or longer‐term scales were not captured in this study. Accompanying social research (e.g. longitudinal studies) of broader scale would be beneficial to foresight research and process design.

The authors use a specific foresight process to analyze its immediate impacts. They introduce and demonstrate ways forward to use practical concepts for impact description, empirical data acquisition, and how it relates to underlying process design. The results are relevant for foresight project managers, process counselors and accompanying social research.

This paper aims to introduce, unpack, explore, make sense and share Hiraya Foresight via the Engaged Foresight approach as a futures concept, framework and methodology to reconceptualize foresight and reframe anticipatory processes to enable the self and communities to reimagine visions of the future. This indigenous foresight process offers to strip the husk and break the shell of conscious, colonial anticipation and reveal and liberate unconscious imagination that enables ethical aspirations to emerge.

This paper introduces and examines the context, purpose and process of the four waves of the Hiraya Foresight Framework via the Engaged Foresight approach. These were constructed through the use of the Engaged Foresight approach, through workshops, a literature review and an action–learning approach. The first wave, lawak, looks into the breadth of foresight. The second wave, lalim, looks into the depth of foresight. Tayog, the third wave, looks into the peak of foresight. Finally, the fourth wave of foresight kababaang-loob contemplates the nature, values and wisdom of foresight.

This paper shares the processes, experiences and impacts through five case studies where the Hiraya Foresight Framework via the Engaged Foresight approach was applied. This paper shares the impacts of Hiraya Foresight in democratizing and indigenizing futures literacy.

This paper describes and offers Hiraya Foresight via the Engaged Foresight approach as an indigenous approach to decolonize futures studies and foresight practice.

The purpose of this paper is to report a new kind of workshop process which aims at co‐creation across disciplines in a service research network. The case concerns Technical Research Centre of Finland (VTT) and took place from January to May, 2009.

Both foresight and organizational learning methods are combined in the process. During workshops, researchers and management are enabled to co‐create interdisciplinary service research proposals and a service research strategy for VTT. The workshops are designed to facilitate a dialogue between users of the research and potential collaborators (universities, funding agencies and societal actors). This initiative reflects the current global service science discourse based on a renewal of service management through service‐dominant logic and network thinking.

Although the need for co‐creation across disciplines and together with the customer has often been stated in service research, methods enabling such a way of acting have rarely been tested and achieved. This method worked as a concrete way for managing future‐oriented networking across organizational borders as a basis for continuous learning and innovation.

The new approach to service science and the methods used in the VTT network are applicable in research practice.

The development process presented in this paper is an embryo for a new kind of research culture that fosters learning in networks as well as the shared and transparent planning of project proposals.

By creating the service science and business network and a process of learning by foresighting and evaluating our ideas on a concrete case are applied. This is believed to be the first time that methods of foresight and organizational learning have been combined. Furthermore, the process builds a research strategy both from below and above and together with customers and other collaborators thus establishing a network of co‐creation.

This paper aims to develop a framework for benchmarking the maturity of public sector foresight programs and outlines strategies that program managers can use to overcome obstacles to foresight program development in government.

The public sector foresight benchmarking framework is informed by a bibliometric analysis and comprehensive review of the literature on public sector foresight, as well as three rounds of semi-structured interviews conducted over the course of a collaborative 18-month project with a relatively young department-level foresight program at the government of an Organisation for Economic Co-operation and Development (OECD) country. The paper frames public sector organizations as “complex adaptive systems” and draws from other government initiatives that require fundamental organizational change, namely, “gender mainstreaming”.

Nascent or less mature programs tend to be output-focused and disconnected from the policy cycle, while more mature programs balance outputs and participation as they intervene strategically in the policy cycle. Foresight program development requires that managers simultaneously pursue change at three levels: technical, structural and cultural. Therefore, successful strategies are multi-dimensional, incremental and iterative.

The paper addresses two important gaps in the literature on public sector foresight programs by comprehensively describing the key attributes of mature and immature public sector foresight programs, and providing flexible, practical strategies for program development. The paper also pushes the boundaries of thinking about foresight by integrating insights from complexity theory and complexity-informed organizational change theory.

This paper seeks to provide an introduction to the special issue of foresight, dedicated to the European Foresight Monitoring Network (EFMN).

The paper sets out the project's rationale and its scope and approach.

The paper presents some of the achievements of the EFMN, as well as some of its limitations.

The paper considers how the EFMN might be sustained and further developed over the longer term. It also provides a brief description of the main papers in the special issue.

This article provides basic conceptions and visions of the regional foresight system in Finland. It includes brief information concerning foresight activities and an up‐dated description of the current regional foresight system in Finland. In the 1990s there has been a “boom” of extensive foresight and futures studies. Among the most important development projects has been the regional foresight project of Employment and Economic Development Centres (TE‐Centre). This article describes how regional foresight activities have been developed in Finland and what kind of challenges there are in the field of the Finnish regional foresight.

The purpose of this paper is to discuss the valuation of human needs within a given hierarchy. An important distinction is made between private utility and social relevance of needs.

The authors consider a generic hierarchy of needs in a world of similar agents. For the assumed pyramid, agents have to predict the current social value of a need that they will try to fulfill only at some future date. Several possibilities are explored about the way agents predict the social value of future needs.

It is found that if agents are unable to form an accurate forecast on the social value of a future need, distortions will eventually occur. Complex dynamics may emerge when agents try to learn future social values and use inaccurate learning algorithms.

The paper discusses how individuals measure the value of a need that is fulfilled in some future date. Results are dependent on the assumed learning algorithm. Different learning algorithms may lead to other kinds of long‐term implications.

The paper allows for a better understanding of how human needs can be valued.

It is highlighted that aggregate behavior on the evaluation of needs may be different from the behavior of an average agent.

In this paper, the notion of hierarchy of needs is combined with an assessment of how agents form expectations about future events. This furnishes a new paradigm of analysis that can be explored in related future work.

This paper attempts to provide a number of strategic reference points for individuals and organizations seeking a clearer view of the future. These reference points plot a course that starts with the surfacing of underlying philosophies and ends with the melding of foresight with strategy. Underpinning these reference points is the belief in achieving balance between our understanding of “the inner self” and external drivers of change. This paper draws together a number of well‐developed theories and concepts as a way of linking both insight and practice.