Future Literacy and Cultural Heritage Education: Integrating Anticipatory Competencies for Adaptive Cultural Sustainability

Futures Literacy, as defined and promoted by UNESCO, is the capability to imagine, question, and use the future as a resource for better understanding the present and acting with intention. When applied to Cultural Heritage Education, it reframes heritage from a static object of preservation into a dynamic anticipatory system that evolves through dialogue between past, present, and future. This integrative approach enables learners and communities to strengthen what can be called cultural adaptive capacity, understood as the ability to ensure continuity of identity and traditions, to promote responsive innovation in the face of change, and to transmit heritage knowledge across generations. This entry situates Futures Literacy within a wider theoretical framework that includes complexity theory, anticipatory systems, and sustainability education. It emphasizes that heritage education must increasingly address uncertainty, diversity of perspectives, and interconnected challenges such as globalization, climate change, and cultural transformations. UNESCO Futures Literacy Laboratories conducted in different regions of the world, as well as ICCROM’s foresight initiatives, provide concrete examples of how anticipatory competences can be fostered in varied cultural contexts, demonstrating both universal patterns and context-specific adaptations. By embedding Futures Literacy into heritage education, cultural heritage becomes a living resource for nurturing resilience, global citizenship, and creativity. It allows communities not only to preserve their legacy but also to reimagine it as a driver of innovation and inclusion. Ultimately, this perspective highlights the potential of education to enhance cultural sustainability, foster intergenerational solidarity, and cultivate temporal justice, preparing societies to face the uncertainties of the future with confidence and responsibility.