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The purpose of this research is to investigate the future of education (pre‐primary, primary and secondary education) in Cyprus until the year 2020.

A three‐round Delphi forecasting technique is used in order to make predictions about the future of schools and schooling in Cyprus based on the opinions of a panel of Cypriot experts.

Future problems and difficulties, strategies for anticipating the future and possible and desirable features of the Cyprus school until the year 2020 are identified. Among these features are: increased influence of the free market, compatibility of the school with the information society, keeping pace with developments in European schools, re‐planning of the school infrastructure and programs, the increase in pupil violence, emphasis on evaluation procedures and staff development, and increased school “openness” towards society.

This study is limited in the fact that the only way to verify predictions about the future is to wait until they occur. Moreover, since it is based on the opinions of a select panel of experts, generalization of results must be made with caution.

The future characteristics of Cypriot schools that have been described and the specific predictions that have been made constitute a vast think‐tank of thoughts and opinions for the future state of schools and schooling in Cyprus.

The results of this study constitute a rich setting of future developments for Cyprus schools, which provides a particular source of information for those who have the responsibility of creating educational policy and planning for the years to come. Further, the value of the study as a comparative paper about how educational systems can cope with future challenges is great; additionally, the methodology used was technologically advanced and could easily be imitated by other researchers who would like to utilise it in future studies.

The aim of this article is to identify future trends in the education and training of school librarians by examining the demands which will be made on future school librarians and the likely technological and educational developments which will influence these demands. The author will argue that despite present differences in the education of school librarians in the UK, Canada, Australia and the USA, future demands will mean that the objectives of future education will have to be common, even if the methods remain dissimilar. In terms of training, it will be argued that there exists and will continue to exist, a commonality of needs amongst school librarians in the fields of information skills, information technology and curriculum development.

States that the foreseeable future scenario of Singapore suggests the need to include premisses about the future in school developmental planning. Outlines a futuring process taught in Singapore as a possible way of obtaining such premisses. This five‐step process includes a delphi survey. Gives results from three delphi surveys done in Singapore at the end of the article to illustrate the kinds of data that school leaders could use as premisses in developmental planning.

Futures research and long‐range planning in an urban school district involve the use of a methodology having no direct answers or precise rules in terms of experimental and design alternatives. While some design options can be found in operations research and management science, futures research projects in education are more likely to follow the directions for policy analysis initially suggested by Yehezkel Dror and re‐examined in Aaron Wildavsky. They note in policy analysis, 1. Much attention would be paid to the political aspects of public decision‐making and public policy‐making (instead of ignoring or condescendingly regarding political aspects) … 2. A broad conception of decision‐making and policy‐making would be involved (instead of viewing all decision‐making as mainly a resources allocation) … 3. A main emphasis would be on creativity and search for new policy alternatives, with explicit attention to encouragement of innovative thinking … 4. There would be extensive reliance on … qualitative methods … 5. There would be much more emphasis on futuristic thinking … 6. The approach would be looser and less rigid, but nevertheless systematic, one which would recognise the complexity of means‐ends interdependence, the multiplicity of relevant criteria of decision, and the partial and tentative nature of every analysis … (Wildavsky, Aaron, “Rescuing Policy Analysis from PPBS” Public Administration Review 29. 1969. pp. 189–202. Wildavsky's reference is to Dror's “Policy Analysts : A New Professional Role in Government Service” Public Administration Review. 27. 1967. pp.200–201). The intent is to describe a single futures research project conducted in a large urban school district staff development program. It is reported here as a means to outline a general approach to policy planning that might be used or adapted by other administrators who share an interest in futures research.

The digital technological revolution offers new ways for classrooms to operate and challenges the concept of whether brick and mortar schools should exist at all. At the same time, the changes to society as we move from a knowledge-based economy to an intelligent and innovation-based economy challenges us to reassess the purpose of education. This chapter investigates an overarching counterfactual question, “What if compulsory schooling was invented in the twenty-first century”? We used a foresight methodology, based on “anticipation,” to conceptualize possible models for a future system of compulsory schooling arising from an analysis of contemporary catalysts for remodeling. While anticipation does not predict the future, the concept is that when a current system and a model of a system interplay, they impact each other to change both the present as well as possible futures. The design principles of cities, such as Freiburg (Germany), Poundbury (England), and Christie Walk (Australia), which have been developed around the idea of ecologically sustainable and decentralized cities, are focused on approaches to living that can provide a springboard for exploring the impact of changing employment, economic, technological, and social change on future schooling models. Magnetic Resonance Imaging (MRI) has opened up a new field of study to investigate neuroscience, which can inform teaching practice. Postmodern and indigenous ways of thinking provide different insights about how schooling might be reconceptualized. Alternative models of future schooling are conceptualized about (i) the role of the learner and teacher, (ii) design of a school, and (iii) the purpose of compulsory schooling. For each area of remodeling, deviations to current practices as well as paradigm shifts are framed as part of scenario building. Related questions include: how schooling might be different if it had been created today for the first time? How might it better meet the needs of contemporary society? What aspects of schooling now might be lost if it was only invented in the twenty-first century? What are possible side effects from any change ideas as part of research practice? A vital aspect of this chapter is to explore the concept of learning as a general concept versus the more specific concept of schooling. We are at the precipice of a new vision of schooling based on a counterfactual way of thinking about the future of schooling as we have known it in the West.

People believe that they know who they are and that who they are matters for what they do. These core beliefs seem so inherent to conceptualizations of what it means to have a self as to require no empirical support. After all, what is the point of a concept of self if there is no stable thing to have a concept about and who would care if that concept was stable if it was not useful in making it through the day? Yet the evidence for action-relevance and stability are surprisingly sparse.

This paper outlines the identity-based motivation theory, a theoretical approach that takes a new look at these assumptions and makes three core predictions as to when an accessible self-concept influences behavior. These are termed “dynamic construction”, “action-readiness”, and “interpretation of difficulty”. That is, rather than being stable, which identities come to mind and what they mean are dynamically constructed in context.

People interpret situations and difficulties in ways that are congruent with the currently active identities and prefer identity-congruent to identity-incongruent actions. When action feels identity-congruent, experienced difficulty highlights that the behavior is important and meaningful. When action feels identity-incongruent, the same difficulty suggests that the behavior is pointless and “not for people like me.”

The large role that emotions play in the work lives of school-level leaders is absent from much of the research exploring what they do on a daily basis. This chapter discusses future directions for research surrounding the emotional aspects of school-level leadership and how this research can influence practice in meaningful ways. For example, it may be beneficial for future research to focus on principals who are struggling to manage their emotions. This would allow researchers to identify factors or practices associated with school-level leaders who are less able to manage their emotions in a positive manner and provide supports. Further, more large-scale research surrounding school-level leadership is needed to better understand how the ability to manage emotions intersects with other challenges in contemporary principals' work. Research of this nature would also provide additional avenues of support for current leaders. Future directions for practice include an emphasis on changing the culture so that school-level leaders who are struggling feel empowered to reach out beyond their immediate colleagues for supports. Without a renewed appreciation for the emotional aspects of their work, principals, vice-principals and other school-level leaders will be unable to maximise their impact on student outcomes.

This paper aims to expand on the findings of the SOPIFF project by identifying eight futures schools of thought, and then analyze and critique these through the integral futures (IF) framework. This paper, Part I, also aims to focus on the upper quadrants of the IF framework.

The paper adapts Wilber's integral theory to clarify various philosophical orientations towards the future. It also adapts Polak's approach to futures as a matter of “social critique and reconstruction”; however, here the approach is global, civilizational, and integral, so it proposes civilizational critique and integral reconstruction as a method for evaluating futures schools of thought.

The IF framework has proved to be a valuable theoretical and analytical tool since it clarifies not only orientations to the future but also demonstrates the dynamic lines of development and interactions throughout all four quadrants, illustrating how the four‐quadrant approach is an effective framework for understanding the crisis of civilization and the response needed at this time in history to bring about a preferred future.

The paper draws and expands upon the findings of the SOPIFF project as a way to better understand the “global problematique.” Thus, this paper suggests some implications of that research and proposes the integral futures framework as a way to interpret research findings. Future research should attempt to develop and apply the IF framework similarly in order to realize a sustainable, integrally‐informed image of the future of human civilization.

An integrally‐informed approach to futures and foresight studies should help develop and improve futures methodology/practices in general. The IF framework helps to understand philosophical orientations underlying practices and applications.

This application of the IF framework to various mainstream futures schools of thought is original. It should help futurists to see and interpret the bigger picture regarding images of the future in a civilizational context by revealing the “crack” in the modern image of the future, how it relates to the current world crisis, and what is needed to heal the crack so that a new, more integrally‐informed, sustainable image of the future can emerge.

Expanding on the findings of the SOPIFF research project, this paper aims to identify eight futures schools of thought, which are analyzed and critiqued through an integral framework. As “Part II” of a previous publication, it seeks to focus on the lower (plural) quadrants.

The paper adapts Ken Wilber's integral theory to clarify various philosophical orientations to the future. It also adapts Fredrich Polak's approach to futures as a matter of “social critique and reconstruction”; however, the approach is global, civilizational, and integral, so it proposes civilizational critique and integral reconstruction as a method for evaluating futures schools of thought.

The IF framework is found to be a valuable theoretical and analytical tool for clarifying images of the future; it shows lines of development within each quadrant and interactions between quadrants, illustrating the effectiveness of the four‐quadrant approach.

It further illuminates the “global problematique” expressed in the SOPIFF project and proposes the IF framework as a way to interpret those research findings.

This approach to futures/foresight studies broadens the range and offers more depth to conceptions of the future, so it should help to develop/improve futures methodologies/practices in general.

Civilizational critique and integral reconstruction of images of the future imply unprecedented social change.

The paper should help futurists to see and interpret the “bigger picture” of civilizational futures through revealing the “crack” of the modern image of the future, how it relates to the current world crisis, and what is needed to heal the crack, so a new vision of a preferred future can emerge.