New types of human capacities will be needed to achieve sustainable futures within our planet's limited boundaries. The capability of futures thinking, i.e., futures literacy is among the required proficiencies. This research explores how engaging in futures studies methods develops the futures literacy of upcoming city developers. Four student test groups, with altogether 373 participants, took part in futures studies lectures and workshop activities in two countries. This study considers the ability to participate as the first step towards empowerment. Following participation, the three levels of futures literacy (Awareness - Discovery – Choice), should be reached. Finally, futures literacy brings with it the possibility to participate, closing this loop of empowerment. The study finds that the employed futures activities delivered these levels and loop of empowerment within the test groups students. This paper provides a practical framework of concepts with which the futures methods can be used as a systematic, participatory approach to explore futures and drivers of change, with a link to action. The findings are equally useful for higher education teachers, attempting to engage students in action and practising city developers aiming for a higher level of empowerment in their communities.

为了在地球有限的边界内实现可持续的未来，将需要新型的人员能力。未来思考的能力，即未来的读写能力，是必需的技能之一。这项研究探索了如何参与未来的研究，以及即将到来的方法如何发展城市开发商的未来素养。四个学生测试小组（共有373名参与者）参加了在两个国家举办的未来研究讲座和研讨会活动。这项研究将参与能力视为增强能力的第一步。参与之后，应达到未来识字的三个级别（意识-发现-选择）。最后，未来的扫盲带来了参与的可能性，从而关闭了这种赋权循环。研究发现，所雇用的未来活动在测试小组的学生中达到了这些水平和能力循环。本文提供了一个实用的概念框架，未来的方法可以用作系统的，参与性的方法来探索未来和变化的驱动力，并与行动联系起来。研究结果对于高等教育教师，试图让学生参与行动以及为城市开发者谋求更高水平的赋权能力同样有用。