Abstract:

In the contemporary educational landscape, marked by rapid technological advancements, the challenge of equipping students with 21st-century skills is increasingly prominent. This pace of development often outstrips the capacity of school systems and teacher education to keep pace with technological changes. This issue is particularly acute in preparing pedagogy students, who will teach in the coming years, a period expected to witness extensive technological shifts. Researching and comparing the opinions of future teachers with existing scientific literature is crucial for understanding and predicting future trends in education, enabling better preparation of pre-service and in-service teachers for future challenges.

This study conducted a qualitative analysis involving the perspectives of 62 first-year and 67 fourth-year students from the Primary Education program. They were asked to individually articulate their vision of the future of teaching natural and social sciences in 2064. The analysis focused on their predictions about the roles and work of teachers in both disciplines, with special attention to their expectations regarding technological changes and teaching methods.

For social science teaching, pre-service teachers anticipate that it will likely involve advanced technology, such as digital books and virtual notebooks, facilitating interactive and adaptable learning. They foresee changes in language and literature, influencing teaching methods where the emphasis will be on understanding these changes and adapting teaching methods. They also believe that oral guidance of material and projection will become key elements of teaching, promoting greater interaction and engagement among students. Additionally, they anticipate the importance of adaptability and understanding cultural influences arising from an increase in foreigners and language changes.

Regarding natural sciences, they believe it will include modern apparatus and technologies, such as 3D printers and VR glasses, enabling practical and experiential learning. Despite technological advancement, the emphasis will still be on practical skills, such as working with natural materials, and the question will be how to maintain these skills in the age of technology. They anticipate that the integration of robotics and artificial intelligence will change the way natural sciences are taught, foreseeing the use of robot assistants and virtual simulations. With increasing technological dependence, they warn of a decrease in fine motor skills among students, necessitating special attention in teaching natural sciences.

In a world where technology and globalization shape all aspects of society, understanding the impact of these forces on social and natural sciences is key to developing effective educational strategies. This study highlights the importance of integrating technological literacy, critical thinking, and intercultural understanding into educational systems to create adaptable, innovative, and responsible individuals ready for future challenges. It emphasizes how modern education, combining social and natural sciences, contributes to economic development and competitiveness while promoting ethical and social responsibility. The opinions of future teachers are crucial as they directly influence the formation and implementation of educational practices that will shape future generations.

Keywords:

Envisioning education, pre-service teachers, teaching skills, natural studies, social studies.