Best Practices of Faculty Members of State Universities and Colleges on Futures Thinking Instructional Integration: Interpretative Phenomenological Analysis

This study explores the best practices of futures thinking instructional integration among the faculty members in the Davao Region. It employs the Interpretative Phenomenological Analysis design in understanding their practices and experiences. Seven faculty members participated in the In-depth interviews and shared how they integrated futures thinking into their teaching and learning processes. Through thematic analysis, the result shows five super-ordinate themes: the faculty reconfigure instruction through technology and simulation to make futures thinking tangible and experientially accessible to students; the faculty embed futures thinking as a purposeful pedagogical mindset rather than a standalone activity, integrating it organically into curriculum, research, and everyday teaching decisions; the faculty draw heavily on personal trainings, professional experiences, and self-initiated resourcefulness to innovate beyond institutional limitations; the faculty cultivate futures thinking through experiential, problem-based, and inquiry-driven engagements that challenge students to imagine, anticipate, and design solutions; the faculty perceive futures thinking as a transformation of learners’ mindsets, marked by growing independence, critical reflection, and anticipatory awareness of change.