Speculative Design Principles for Emergent Global Citizenship in Foundational Schooling

Abstract

The complexity of 21st-century global challenges necessitates innovative approaches to global citizenship education. This study develops speculative design principles for emergent global citizenship in foundational schooling through futures research methodologies. Drawing from speculative design theory and emergent citizenship frameworks, the research employs participatory scenario-building and critical literature analysis of international case studies. Three core principles emerge: radical anticipation, relational ethics, and transformative imagination. These principles challenge conventional citizenship education by emphasizing future-oriented thinking, ethical interdependence, and creative possibility. The study contributes to educational futures discourse by providing a framework that transcends instrumental approaches to global citizenship, instead fostering capacities for navigating uncertainty and complexity. Implementation recommendations include curriculum prototyping, teacher professional development in futures literacy, and policy reforms supporting experimental pedagogies. This research demonstrates how speculative design can reorient foundational education toward more critical, adaptive, and ethically engaged forms of global citizenship.