Futures Career Development Innovation with Futurology Integrated Teaching Techniques for Vocational Students in the Urban Chiang Mai of Unskilled Labor Families

Abstract

In the context of structural educational inequality affecting families of unskilled laborers in Chiang Mai’s urban innovation zone, this study highlights the urgent need to enhance future-oriented career competencies among vocational students in alignment with the rapidly transforming digital, creative, and service-based economy. The objectives of the research were: (1) to review innovative futures-oriented pedagogical approaches that support the development of future career competencies for vocational students, and (2) to propose an instructional innovation strategy tailored to vocational students from unskilled labor families within the urban context of Chiang Mai. This qualitative study was conducted at Chiang Mai Technical College. The participants consisted of ten purposively selected volunteer students who expressed interest in participating in three integrated learning sessions. The instructional design combined future scenario building with backcasting techniques, alongside semi-structured interviews, reflective practices, and systematic classroom observation. Trustworthiness was ensured through member checking and expert validation. Data were analyzed using step-by-step content analysis. The findings revealed that although the students possessed strong aspirations and latent potential, they faced significant constraints, including unstable family income, limited access to digital resources, and time restrictions due to part-time employment. The instructional design, which integrated future-oriented planning and backcasting, enabled students to envision possible career scenarios, select desirable futures, and construct short-, medium-, and long-term strategic plans. As a result, key competencies were enhanced, including futures thinking, life and career planning skills, and critical digital literacy. The study also proposes an eight-step innovative instructional strategy that connects real-life challenges, project-based learning, and mentoring networks. Academically, the study contributes practical evidence for integrating futures studies, career competencies, and active learning strategies in the context of marginalized urban learners—an area where applied research remains limited. The findings offer a policy-relevant framework for transforming students’ aspirational capital into sustainable career competencies.