Description
The increasing complexity of International Relations, combined with the accelerating pace of digital transformation, demands a re-evaluation of pedagogical approaches capable of preparing students to act critically, creatively, and interdisciplinarily in a rapidly evolving global environment. Within this context, the Future of Jobs Report, released by World Economic Forum, provides a valuable conceptual framework by identifying “future skills”, including analytical thinking, digital literacy, complex problem-solving, and collaboration, as essential competencies for twenty-first-century professionals. This paper examines how these competencies can be meaningfully integrated into the teaching and learning of International Relations, thereby bridging academic formation with the demands of the global market and the contemporary agendas of sustainability, technology and innovation. It argues that active learning methodologies and interdisciplinary pedagogical designs can enhance critical engagement, promote meaningful learning, and foster globally competent graduates. To illustrate this pedagogical perspective, the paper presents the experience of Future Professionals Project, developed at a Brazilian university, which implements interdisciplinary workshops based on real-world business challenges applied in International Relations. The project demonstrates the potential of aligning educational practices with the World Economic Forum’s framework to cultivate adaptive, innovative, and ethically aware professionals for a complex international system.
