Over the last decade, it has been widely argued that technology-enhanced learning could respond to the needs of the new knowledge society and transform the way we learn. However, despite isolated achievements, technology-enhanced learning has not really succeeded yet in revolutionizing our education and learning processes. In fact, most current initiatives do not focus on the social aspect of l...

Assessing uncertain futures Perceived uncertainties and risks can be considered to be the main motivation behind ‘Futures Thinking’ or ‘Futures Studies’ to assess potential economic, environmental, social or technical developments and their expected consequences on society and environment (or from a systems perspective – feedbacks between the components of complex social-ecological systems, e.g...

If commercial producers or financial investors use futures contracts to hedge against commodity price risk, the arbitrageurs who take the other side of the contracts may receive compensation for their assumption of nondiversifiable risk in the form of positive expected returns from their positions. We show that this interaction can produce an affine factor structure to commodity futures prices,...

Futures Learning (F-Learning) is a proposed approach to learning and education in the human life-world within the dramatically changing areas of future society. Those areas of change include globalisation and internationalisation and their economic and socio-political impacts, changes in working life, new visions of human resources management, and many other phenomena, often called in futures s...

The main purpose of this paper is to present a three-phase periodization of modern Western futures studies to construct historical classification. In order to reach this goal, the following intellectual traditions are introduced to review the philosophical and historical contexts that affect the very foundations of futures studies: (a) religions, (b) utopias, (c) historicism, (d) science fictio...