Futures thinking framework: relevance to veterinary students

Abstract

The futures thinking framework (FTF) is increasingly recognized as an educational approach that helps learners anticipate change and prepare for long-term challenges, but evidence from Philippine veterinary education remains limited. This cross-sectional study examined how selected Filipino veterinary students perceived the relevance of FTF to career preparedness, organizational learning, and professional adaptability. Following an introductory lecture at the 2024 National Congress of Veterinary Medicine Students, an online survey was administered that included demographic items, 18 five-point perception statements (Cronbach’s α: 0.95), and three open-ended questions. Of 204 responses from 12 veterinary schools, 195 were retained after data cleaning. Data were analyzed using descriptive statistics, Kruskal-Wallis tests, exploratory factor analysis (EFA), internal consistency analysis, and thematic analysis. Most respondents were female (61.5%) and in the 5th–6th year (51.8%). The mean perception score was 4.04/5.00, indicating generally favorable views, particularly regarding eagerness to learn more about FTF and the relevance of student organizations to future professional life. After Bonferroni adjustment, only school differences in perceived administrative support for national organization activities remained significant (p=0.0012). The EFA identified three related domains with good-to-excellent reliability (α=0.833–0.939). Qualitative findings revealed concerns about educator/workforce and resource gaps, and organizational suggestions emphasizing planning and mentorship.