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In recent years, the topic of dynamic capabilities has acquired new content. As higher-order competencies, they allow one to constantly update oneself with new knowledge, flexibly recombine resources, and adapt to a rapidly changing environment. A key part of dynamic capabilities is working with the future, starting with basic skills - futures literacy (FL). Since this competence is key to the human resources of organizations, its development seems important, starting with university programs. For a long time, there were no objective tools for measuring the degree of their mastery. The authors of this article attempt to fill this problem by offering an innovative approach to identifying and standardizing the assessment of FL competence. Six theoretical dimensions of FL are proposed as a basis for grouping assessment criteria and compiling final assessments and their interpretation. The corresponding dimensions, such as FL sub-competencies that include foresight, the assessment of future scenarios, and decision-making under uncertainty, can be assessed independently of each other. The ability to measure the initial level of FL will allow for the development of more effective educational programs for the development of this competence.
Romero et al. (Fri,) studied this question.