This article examines ‘futures literacy’ as a pedagogical framework and thus contributes to the conversation about the epistemology of futures literacy, the possibility of envisioning approaches for the future, and a unified approach to literacy, based on the assumption that education is transformative and entails critical-thinking. Specifically, we explore and discuss what futures literacy means in a pedagogical context in general and in early school years education in particular. We reflect on what futures literacy may include based on the Four Resources model of literacy, and we elaborate on the epistemology of futures literacy. In our conclusions, we advocate a pedagogical approach that is active- and sensory-based. We claim that multimodal literacy approaches hold potential for democratic opportunities and alternative discourses which integrate students’ corporeal actions, sensation, and play whilst recognising diverse expressions.

本文将“未来扫盲”作为一个教学框架进行研究，从而有助于讨论未来扫盲的认识论、展望未来方法的可能性以及基于教育具有变革性的假设的统一扫盲方法批判性思考。具体而言，我们探索和讨论了未来素养在一般教学环境中的含义，特别是在学龄前教育中的含义。我们根据素养的四种资源模型反思未来素养可能包括哪些内容，并详细阐述了未来素养的认识论。在我们的结论中，我们提倡一种基于主动和感官的教学方法。