Scenario Building
Let's go!
What is Scenario Building?
Scenario building helps us imagine different ways the future could unfold. It’s not about predicting the future, but about exploring possibilities.
Continue
Why is scenario building useful for young people?
Scenario building helps you imagine different futures and ask “what if?” It trains your brain to think outside the box!.
It makes it easier to understand how social, environmental, or tech trends can shape your life..
Once you imagine your preferred future, you can start planning real steps to make it happen..
Helps Understand Change
Boosts Imagination & Critical Thinking
Encourages Action
Continue
Types of Scenarios
There are 3 main types of scenarios:
Continue
Continue
Exploratory – “What could happen?”
We explore different possible futures based on trends and change. Useful when things feel uncertain.
Continue
Continue
Normative – “What do we want to happen?”
We imagine our ideal future and think backwards to see how we can get there. It’s goal-driven.
Continue
Disruptive (Wild Card) – “What if something unexpected happens?”
We think of surprises or shocks (like climate disasters or tech breakthroughs) to test how strong our plans are.
Continue
What kind of scenario is this?
In 2040, schools are free, inclusive, and designed by students. Technology helps everyone learn equally.
AI changes how we work. Cities grow fast. Many jobs disappear. People adapt to new skills.
A sudden water shortage affects millions. Countries must act fast to survive.
Normative.
Exploratory
Disruptive
Continue
Continue
What did we learn?
We can’t predict the future — but we can explore it.Scenario building helps us think about what could happen,what we want, and what might surprise us.It’s a creative tool to understand changeand imagine better futures.
Continue
Thank you!
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Scenario Building
iED
Created on August 5, 2025
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Transcript
Scenario Building
Let's go!
What is Scenario Building?
Scenario building helps us imagine different ways the future could unfold. It’s not about predicting the future, but about exploring possibilities.
Continue
Why is scenario building useful for young people?
Scenario building helps you imagine different futures and ask “what if?” It trains your brain to think outside the box!.
It makes it easier to understand how social, environmental, or tech trends can shape your life..
Once you imagine your preferred future, you can start planning real steps to make it happen..
Helps Understand Change
Boosts Imagination & Critical Thinking
Encourages Action
Continue
Types of Scenarios
There are 3 main types of scenarios:
Continue
Continue
Exploratory – “What could happen?”
We explore different possible futures based on trends and change. Useful when things feel uncertain.
Continue
Continue
Normative – “What do we want to happen?”
We imagine our ideal future and think backwards to see how we can get there. It’s goal-driven.
Continue
Disruptive (Wild Card) – “What if something unexpected happens?”
We think of surprises or shocks (like climate disasters or tech breakthroughs) to test how strong our plans are.
Continue
What kind of scenario is this?
In 2040, schools are free, inclusive, and designed by students. Technology helps everyone learn equally.
AI changes how we work. Cities grow fast. Many jobs disappear. People adapt to new skills.
A sudden water shortage affects millions. Countries must act fast to survive.
Normative.
Exploratory
Disruptive
Continue
Continue
What did we learn?
We can’t predict the future — but we can explore it.Scenario building helps us think about what could happen,what we want, and what might surprise us.It’s a creative tool to understand changeand imagine better futures.
Continue
Thank you!
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.