FROM GLOBAL THEORIES TO EDUCATIONAL PRACTICES: A FUTURISTIC RECONFIGURATION OF THE EDUCATIONAL PROCESS

Abstract

This article justifies the need to modernize the methodological, theoretical, and pedagogical tools of the futurological approach in education as a factor in shaping the integrity of the personal and professional development of future specialists. In light of the identified contradictions in training at institutions of higher professional education, emphasis is placed on the integration of futurological research as an interdisciplinary field that enhances the anticipatory and transformational potential of the educational process. The necessity of deepening the epistemological and worldview dimensions of educational practices through the introduction of future-oriented thinking, scenario analysis, and the development of students’ futurological literacy has been established. It has been demonstrated that modern education must go beyond the transmission of established knowledge and focus on developing the ability to interpret new trends, act under conditions of uncertainty, and construct alternative development trajectories in a complex sociocultural and technological environment. The theoretical and practical potential of key futurological concepts is highlighted, including anticipatory learning, scenario-oriented education, causal-logical analysis (CLA), and participatory approaches to studying the future in the development of 21st-century professional competencies. Particular attention is paid to interdisciplinary integration, which combines insights from cultural studies, political science, the social sciences, and technological research to ensure a holistic understanding of global processes. Based on a futurological approach to education, this paper outlines conceptual models for developing future-oriented competencies, including strategic thinking, critical reflection, adaptability, and decision-making under conditions of uncertainty. An analytical framework is proposed for integrating futurological methods into higher education curricula, particularly in the training of international relations specialists whose work involves dynamic and unpredictable global processes. It is concluded that the implementation of a futurological approach in education helps bridge the gap between a focus on the present and the development of future competencies, ensuring the training of adaptive, resilient, and proactive specialists capable of responding to global challenges and participating in shaping trajectories of sustainable development.