Hrvatska akademska i istraživačka mreža - CARNET

Znanstveni upitnik

Znanstvena

Metodički upitnik

Metodička

Stručni upitnik

Stručna

Tehnički upitnik

Tehnička

Ankica Šarić

Helga Kraljik

In this inquiry-based learning scenario, students explore what kind of society they would like to live in and what values should shape the future. Through surveys, data analysis, collaborative problem-solving, and creative design, students investigate the priorities of different generations and use their findings to create a vision of an ideal future society.

Students analyse real-world opinions, discuss contemporary challenges, and design a "Perfect Country" that addresses issues such as democracy, equality, sustainability, innovation, education, and quality of life. The scenario develops critical thinking, citizenship competence, communication skills, media literacy, creativity, and digital competence.

Nastavnička priprema

Students investigate how different generations perceive the future and what they consider the most important priorities for society. Working in small groups, they design and conduct a survey using Google Forms (or a similar tool) and collect responses from three age groups: students, middle-aged adults, and elderly people. The survey should focus on key areas such as democratic values, education, sustainability, technology and artificial intelligence, quality of life, social equality, security, and future challenges. After collecting the data, students analyse the results by creating charts and graphs and identifying trends, similarities, and differences among generations. They then write a summary of their findings and formulate conclusions supported by evidence. These conclusions will serve as the foundation for the next activity, where students design their vision of a future society. Student Product: online survey, charts and graphs, written summary (200–300 words) and three evidence-based conclusions.

Using the findings from Activity 1, students work collaboratively in Padlet Sandbox to design a future society that responds to the needs and priorities identified in their survey. Before making decisions, students review their conclusions and discuss which values and issues appeared most important across the three generations. Working in teams, students create a country identity, including a name, slogan, and symbol, and select four priority areas that will shape their society. They must justify their choices by referring to the survey results and explain how their proposed solutions address contemporary challenges. Students document their ideas in Padlet Sandbox, where they collaboratively develop and organise their country's vision. Student Product: collaborative Padlet Sandbox, country name, logo, and slogan, four priority areas with explanations and evidence-based solutions.

Students focus on one aspect of life in their perfect country, such as education, healthcare, transportation, environment, artificial intelligence, or public spaces. Based on the vision developed in Activity 2, they write a detailed description and create an AI-generated image illustrating their idea. Students explain how their chosen aspect contributes to a better quality of life and addresses one of the challenges identified in Activity 1. The images and descriptions are displayed in a classroom gallery, allowing students to explore different visions of the future. Student Product: AI-generated image and a written explanation (150–200 words).

In the final stage of the project, students present their “Perfect Country” to the class. Using the ideas developed in Activities 1–3, each team prepares a short presentation explaining their vision for the future. Students introduce their country, present its values, explain their four priority areas, and justify their decisions using evidence gathered from the survey conducted in Activity 1.  Students are encouraged to use persuasive language, visuals, and AI-generated content created during the project to support their presentation. After each presentation, the audience asks questions and provides feedback, creating an opportunity for discussion and critical evaluation of different visions of the future.  The activity concludes with peer voting for categories such as Most Sustainable Country, Most Innovative Country, Most Democratic Country, and Country I Would Most Like to Live In. This allows students to reflect on the strengths of different proposals and consider how today's choices can shape tomorrow's society.

Description  In the final stage of the learning scenario, students reflect on the process of designing their perfect country and evaluate both the product they created and the teamwork involved. Using the ideas developed throughout the project, students consider how evidence from the survey influenced their decisions, how effectively their group collaborated, and what they learned about citizenship, decision-making, and the future.  Students are encouraged to think critically about the strengths and limitations of their proposed society and to compare their initial assumptions with the conclusions they reached during the project. Reflection helps students consolidate their learning and recognise the importance of cooperation, creativity, and evidence-based thinking when addressing real-world challenges.  Students complete an individual reflection and participate in a short class discussion about the future they would like to help create.  Reflection Questions Which idea from your country's design are you most proud of? Which survey finding had the greatest influence on your decisions? What was the most valuable contribution you made to your team? What was the biggest challenge during the project? Which idea from another group's country did you find most interesting? If you could redesign one aspect of your country, what would you change? What did this project teach you about shaping the future?

Shaping the Future: Designing the Perfect Country - rad s nadarenim učenicima

Shaping the Future: Designing the Perfect Country - rad s nadarenim učenicima

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