ANTICIPATORY THINKING SKILLS AMONG STUDENTS FROM SELECTED SECONDARY SCHOOLS IN MALAYSIA

Abstract

In the rapidly evolving landscape of technology, globalisation, and environmental change, secondary school students in Malaysia face multifaceted challenges in preparing for an uncertain future. Anticipatory thinking skills (ATS) are pivotal in navigating these challenges, yet their presence and development among students remain underexplored. The objective of this study was to explore whether Malaysian secondary school students demonstrate ATS, and to identify the ways in which such skills may be expressed through their perceptions, experiences, and responses to future-oriented scenarios. A qualitative approach was adopted, with focus group discussions (FGDs) conducted in small groups of two to three students across diverse states, including Perak, Pahang, Penang, Kedah, Selangor, Putrajaya, Kuala Lumpur, Negeri Sembilan, and Terengganu, to ensure broad representation. Thematic exploration revealed five key components of ATS: forecasting, risk assessment, scenario planning, opportunity recognition, and adaptability. Students demonstrated the ability to anticipate risks based on environmental cues and past experiences, assess vulnerabilities in their surroundings, generate alternative plans for family, school, and community life, identify opportunities for learning and contribution, and adjust flexibly to changing conditions. The findings suggest that Malaysian secondary school students do possess elements of ATS, although these are shaped by personal experiences, educational settings, and socio-cultural contexts. The insights provide guidance for educators and policymakers in designing strategies to strengthen ATS, thereby equipping students with the resilience and foresight needed to navigate an unpredictable future. This study contributes to the limited body of research on anticipatory thinking in Malaysia by offering qualitative evidence of whether and how secondary school students display these skills, linking classroom practices with broader educational and societal needs.