Bridging Futures Literacy and Inclusive Education in Higher Education: A Simplex Approach Based on Probabilistic Forecasting

Authors

  • Paolo Fusco

    Department of Cultural Heritage Sciences, University of Salerno, 84084 Fisciano, Italy
  • Alessio Di Paolo

    Department of Human, Philosophical and Educational Sciences, University of Salerno, 84084 Fisciano, Italy
  • Michele Domenico Todino

    Department of Human, Philosophical and Educational Sciences, University of Salerno, 84084 Fisciano, Italy

DOI:

https://doi.org/10.30564/jiep.v9i2.13343
Received: 28 March 2026 | Revised: 25 June 2026 | Accepted: 10 July 2026 | Published Online: 21 July 2026

Abstract

This article examines the emerging intersection between futures literacy and inclusive education in higher education, with particular attention to students with learning disabilities. Futures literacy, understood as the capacity to use the future to inform present decisions, is increasingly recognized as a key competence for navigating uncertainty in rapidly changing social, technological, and environmental contexts. In parallel, inclusive education has evolved from deficit-based models toward approaches emphasizing participation, accessibility, and the pedagogical value of cognitive diversity. Through a critical narrative review of primary and secondary sources published between 2014 and 2025, the study identifies significant epistemological and methodological convergences between the two fields. The analysis is organized along a deductive-dominant framework articulated across four analytical dimensions (pedagogical, technological, political-institutional, and socio-cultural), and draws on the theory of simplexity and probabilistic anticipation as its epistemological foundation. Constructivist pedagogies, scenario-based methodologies, and emerging technologies—including artificial intelligence and digital assistive tools—are discussed as enabling mechanisms that can support both anticipatory thinking and inclusion. The analysis also identifies structural and cultural challenges related to faculty preparedness, institutional capacity, digital accessibility, and attitudes toward disability. By integrating these insights, the review proposes the concept of “inclusive anticipatory pedagogy,” an integrated framework in which futures literacy and inclusive education strengthen one another. It argues that cognitively diverse learning environments can enhance futures thinking, while futures-oriented approaches can expand the transformative potential of inclusive education. The study concludes by outlining research priorities and policy recommendations for institutions aiming to develop inclusive, future-ready systems.

Keywords:

Futures Literacy; Inclusive Education; Simplexity; Anticipatory Pedagogy; Higher Education; Neurodiversity; Adaptive Artificial Intelligence

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How to Cite

Fusco, P., Di Paolo , A., & Todino, M. D. (2026). Bridging Futures Literacy and Inclusive Education in Higher Education: A Simplex Approach Based on Probabilistic Forecasting. Journal of International Education and Practice, 9(2), 49–65. https://doi.org/10.30564/jiep.v9i2.13343

Issue

Vol. 9 , Iss. 2 (December 2026)

Article Type

ARTICLE

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Copyright © 2026 Paolo Fusco, Alessio Di Paolo , Michele Domenico Todino

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.