Futures Thinking and Institutional Capacity as Predictors of ESD Integration in Region XII

Abstract

In rapidly evolving educational landscapes, schools are challenged to address sustainability, innovation, and future readiness. Consequently, the integration of Education for Sustainable Development (ESD) and futures-oriented leadership has become an important concern in basic education. This study examined the predictive influence of instructional leaders’ Futures Thinking capacities and institutional capacity on the integration of ESD across the strategic pillars of education in Region XII, Philippines. Using a quantitative descriptive-correlational design, data were gathered from instructional leaders and teachers in selected schools through a validated survey instrument. Descriptive statistics, correlation analysis, and regression analysis were employed to determine the levels of variables and their predictive relationships with ESD integration. Findings revealed that instructional leaders demonstrated a very high level of Futures Thinking capacities, with trend analysis and systems thinking obtaining the highest ratings, while foresight and backcasting received comparatively lower ratings. Institutional capacity was also rated very high, particularly in structural policy, awareness, and competence, although minor gaps in resource adequacy were identified. Moreover, ESD integration across access, quality, equity, resiliency, well-being, and governance was highly evident. Regression analysis showed that Futures Thinking capacities significantly influenced ESD integration, with systems thinking and back casting emerging as significant predictors. Institutional capacity demonstrated a stronger predictive influence, particularly in terms of awareness and competence. The study concludes that strengthening leadership competencies and institutional capacity is essential in sustaining effective ESD integration and advancing future-ready school governance.