Teaching tomorrow: rethinking futures literacy in higher education through immersive technologies

Purpose This study aims to investigate how immersive technology integration (ITI) and futures-oriented curriculum design (FOCD) enhance futures literacy (FL) among higher education students in Saudi Arabia, a context undergoing rapid digital transformation under Vision 2030. It further examines the mediating role of student engagement (SE) and the moderating effect of digital readiness (DR), guided by Transformative Learning Theory (TLT). Design/methodology/approach A quantitative research design was adopted. Data were collected through a structured questionnaire from 429 students across five Saudi universities. Partial Least Squares Structural Equation Modeling (PLS-SEM) with Smart-PLS 4.0 was applied to test direct, mediating and moderating relationships among ITI, FOCD, SE, DR and FL. Findings Both ITI and FOCD significantly enhance FL. SE partially mediates these relationships, underscoring the importance of active learner involvement. DR positively moderates the FOCD–FL relationship, showing that higher digital competence amplifies curriculum innovation, while no moderating effect was observed between ITI and FL. Research limitations/implications The cross-sectional design limits causal inference and the findings are specific to the Saudi higher education sector. Future research should incorporate longitudinal and comparative cross-national studies. Practical implications Universities in Saudi Arabia should expand immersive learning environments, embed futures-oriented curricula and strengthen students’ DR to advance transformative learning in line with Vision 2030. Social implications This study carries important social implications by demonstrating how immersive technologies and futures-oriented curricula can cultivate FL among students, enabling them to anticipate and navigate uncertainty in their personal, professional and civic lives. By fostering critical reflection, adaptive thinking and engagement, higher education contributes to preparing graduates who can actively shape sustainable and resilient societies. In the Saudi Vision 2030 context, enhancing DR and futures-oriented skills supports national transformation while also offering transferable insights for other emerging economies. Originality/value By extending TLT into digitally enhanced, futures-oriented education, this study contributes novel insights from the underexplored Saudi Arabian context. It highlights how immersive environments and curriculum innovation, mediated by engagement and moderated by DR, foster FL in emerging economy higher education systems.