"If education is for the future, then the future needs to be a more explicit concern in education" (Hicks, 2004)

In a rapidly changing and technological world, education has a level of responsibility to encourage positive values and adaptability in young people as they face an unpredictable future. However, is the current education system itself adaptable and capable of teaching and thinking openly about the future? Rather than compartmentalising subjects, perhaps education needs an interdisciplinary approach that recognises global interconnectedness. Current teaching systems do not necessarily encourage inquiry and creative thinking in students and this can lead to disempowerment, whereas empowerment is a crucial contributor to the belief that an individual has the ability to make changes. There is a need for education to show more explicit concern for the future whilst recognising the importance of maintaining a positive attitude. Futures education is argued to be an appropriate way to encourage increased understanding of the links between the past, present and future. It offers opportunities for young people to question their futures and consider a preferable and probable outcome, whilst assisting the ability to think critically and creatively. A more balanced approach could be needed in education to produce a system that not only facilitates the ability of students to gain employment and contribute to the economy, but to one that also creates responsible and adaptable citizens capable of thinking beyond their personal needs: education has a responsibility to provide young people with the tools they need to form a peaceful and fair society of the future. Keywords: Unpredictable future; Empowerment; Interdisciplinary; Opportunities