Preparing for An Unwritten Future: Development and Validation of the Future Readiness Framework

Abstract

Preparing young people for rapidly evolving educational and labour market environments requires a comprehensive understanding of the factors influencing their readiness for future academic and career transitions. Although previous research has examined career readiness, employability, and future skills separately, limited attention has been given to integrating these constructs within a unified framework. This study introduces the Future Readiness Framework (FRF), comprising three dimensions—Career Decision Clarity, Future Skills Orientation, and Self-Perceived Competencies—and develops the Future Readiness Questionnaire (FRQ) as a corresponding assessment instrument. A quantitative cross-sectional design was employed using survey data from 768 Lebanese secondary school students who participated in the educational initiative Your Future Is Not a Guess. The instrument was evaluated using reliability analysis, Exploratory Factor Analysis (EFA), descriptive statistics, and Pearson correlation analysis. Findings supported a refined 14-item, three-factor structure with satisfactory reliability and construct validity. Significant positive relationships among the three dimensions confirmed that future readiness is a multidimensional construct. Students reported the highest levels of Future Skills Orientation, whereas Career Decision Clarity recorded the lowest scores, highlighting the need for stronger career guidance during secondary education. The study contributes a novel conceptual framework and a practical assessment instrument to support educators, career counsellors, and policymakers in enhancing students' preparedness for higher education and the future workforce.