The article "Education in 2030. Prospects of the future by teachers’ trainees" analyzes an innovative approach in the field of education: the use of science fiction narratives as a tool to explore the future of teaching.
This study is based on a corpus of 389 narratives created by students enrolled in master's programs in teacher training and educational research at the University of Alicante, covering a decade of analysis (2009–2020).
The practice fosters critical and creative reflection on potential future educational scenarios, employing the science fiction genre as a bridge between imagination and reality.
The study’s findings highlight the prominence of dystopian projections (52.94%), reflecting a pessimistic view of the impact of technology and sociocultural challenges on education.
These narratives often depict the figure of the teacher as a "mediator" or even a "clandestine" entity, raising concerns about dehumanization, exclusion, and legislative instability within future educational systems.
Conversely, optimistic predictions also emerge, emphasizing the transformative role of technology, educational inclusion, and improved working conditions as central aspirations.
This innovative approach enhances understanding of how future educators perceive the evolution of teaching and provides a powerful pedagogical tool for imagining and planning strategies to address current educational challenges.
The intersection of science fiction and educational foresight reveals a fertile ground for developing critical and creative competencies, essential in an ever-evolving world.
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How to cite: Rovira-Collado, J., Martínez-Carratalá, F. C., & Miras, S. (2024). Education in 2030. Prospects of the future by teachers’ trainees. [La educación en 2030. Prospectiva del futuro por profesorado en formación]. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 41-60. https://doi.org/10.5944/ried.27.1.37987
