On March 9-10-11, partners from the FUTURES project gathered in Heraklion to discuss the adaptation of the 3 modules of the course to be piloted with high school students at the national level in Poland, Netherlands, and the UK. The meeting was held at FORTH and was attended by representatives from all partners, with in presence and online participants.

The course developed within FUTURES project is an innovative educational program aimed at empowering young people to develop the skills and knowledge necessary to navigate the complexities of the future. The course consists of three modules: anticipation for future, anticipation for emergence and performance for futures. These modules have been designed to help students develop critical thinking, problem-solving, and collaboration skills, which are essential for success in their professional and personal life.

At the meeting, the partners discussed the adaptations needed to tailor the course to the specific needs of high school students in each country. They considered factors such as language, cultural context, and educational standards to ensure that the course would be accessible and relevant to the students.

In addition to the discussions on adapting the FUTURES course for high school students in Poland, Netherlands, and the UK, the meeting also had a practical component. During the meeting, 16 students from Greece attended a pilot session organized by FORTH, the host of the meeting. The students provided valuable feedback to the partners on the modules’ design and delivery.

The students were enthusiastic and engaged throughout the session, and their feedback was extremely valuable in helping the partners refine and improve the work. The partners were grateful for the opportunity to work with the students and appreciated their willingness to share their thoughts and ideas.

The partners also discussed the logistics of piloting the modules with high school students. They considered issues such as recruitment, training of teachers, and the development of evaluation tools to measure the modules’ impact. They discussed also the importance of engaging high school teachers in the pilot process to ensure that the modules meet the needs of all participants.

Overall, the meeting was a productive and collaborative effort to adapt the FUTURES modules to the needs of high school students. The partners left the meeting with a clear plan of action for the pilot phase and a renewed sense of commitment to empowering young people to shape the future.