This article analyses the results of a revised foresight styles assessment (FSA) of 1320 students in undergraduate classes at Tamkang University. The modified FSA has been shown to be a reliable tool in measuring the impact of improvements to foresight competency. It found that the educational intervention of students taking futures courses improved the mean score across the five foresight styles investigated: Futurist, Flexist, Activist, Opportunist and Equlibrist. Importantly the findings show that those students who have taken futures courses exhibit a statistically higher value in the Futurist category, those who think in terms of 5-20 years, understand the impact of trends, take a systems thinking approach and facilitate the development of best possible futures (Dian, 2009).
Correlation was also found affecting students’ futures competency between factors of gender, involvement in university clubs, and being an international student. Notably for teachers of futures studies and schools wanting to include futures studies, the findings are further empirical proof that futures-oriented pedagogy is a valuable tool to transform the current factory model of learning into a culture of foresight and provide students with essential strategic foresight leadership skills.