Evaluating Future-Oriented Thinking Skills in Educational Communication of Students at Prince Sattam bin Abdulaziz University

Abstract

Future-oriented thinking is significantly required to be a part of the university curriculum, especially for educational students in teacher-training colleges. This study investigated the proficiency of future-oriented thinking skills in educational communication among education students at Prince Sattam bin Abdulaziz University's, focusing on future planning, forecasting, problem-solving, and imaginative thinking. The purpose of this study was to evaluate the extent to which these education students possess the essential skills to anticipate and address future challenges in educational communication. Using a descriptive-analytical approach, data were collected from 183 students using a structured questionnaire. The results revealed that students exhibited high proficiency in future planning (mean=2.585, SD = 0.437) and forecasting (mean=2.541, SD = 0.652), whereas their problem-solving (mean=2.497, SD = 0.496) and imaginative thinking skills (mean=2.455, SD = 0.573) were moderately developed. These findings indicate that, although current educational strategies effectively enhance planning and forecasting abilities, there is a critical need for interventions to improve creative problem-solving and imaginative skills among students at education college. The study concludes that a balanced educational approach is essential, emphasizing both future planning and forecasting, as well as problem solving and imaginative thinking. The main recommendation is to implement innovative educational strategies and interventions that foster a comprehensive set of future-oriented thinking skills, thus preparing students to effectively navigate and address future challenges.