Futures Literacy (FL) is a capability yet to take root within the context of Higher Education (HE). As HE is increasingly addressing complex societal issues, developing FL can be important for both HE students and faculty. This study evaluates a faculty development program that sets out to build FL within the context of HE. The aim is twofold. First, it explores to what extent participants developed the program's three learning outcomes concerning FL: enhanced perception, embracing complexity and new sense of agency. Second, it evaluates participants’ perceived value of the program's instructional strategies and design.

Measurement tools were a survey based on Wenger’s value creation model and a selection of open-ended reflectional exercises. A first exploration of the data indicates all participants reported development in one or more FL learning outcomes. They also show that the program's instructional strategies and design supported participants in their learning. Further study is needed to understand the working mechanisms and design principles for developing FL in educational settings and beyond.

未来素养 (FL) 是一种尚未在高等教育 (HE) 背景下扎根的能力。随着 HE 越来越多地解决复杂的社会问题，发展 FL 对 HE 学生和教职员工都很重要。本研究评估了一项旨在在 HE 背景下建立 FL 的教师发展计划。目标是双重的。首先，它探讨了参与者在多大程度上发展了该计划关于 FL 的三个学习成果：增强的感知、拥抱复杂性和新的代理意识。其次，它评估参与者对项目教学策略和设计的感知价值。

衡量工具是基于 Wenger 的价值创造模型和一系列开放式反思练习的调查。对数据的第一次探索表明所有参与者都报告了一个或多个 FL 学习成果的发展。他们还表明，该计划的教学策略和设计支持参与者的学习。需要进一步研究以了解在教育环境及其他领域发展 FL 的工作机制和设计原则。