In this teaching activity, students step into the shoes of different stakeholders from a sustainable future. From their assigned role, for example as a policymaker, entrepreneur, or climate activist, they look back at today. Reasoning backward from a desired outcome is called backcasting. What needs to happen, from their perspective, to make the shared vision of the future a reality? This approach combines strategic thinking with empathy, systems thinking, and collaboration.
- Activity goal
- Exchange knowledge | Practice skills | Reflect
- When
- In class
- Where
- Offline
- Duration
- > 60 minutes
- Group size
- Small | Medium
- Materials
Pens, markers, post its, paper
Step-by-Step
Step 1
Introduction to the role play backcasting method: Briefly explain what backcasting entails and that students will now do this from different stakeholder roles. They will put themselves in the future from different perspectives.
Step 2
Present the future vision: The teacher sketches a shared future situation in 2040, for example:
- The Netherlands runs entirely on a circular economy.
- All new buildings are climate-positive.
- Agriculture is regenerative and biodiversity has been restored.
Make this scenario vivid (visually, with examples, or storytelling) to stimulate imagination.
Step 3
Assign roles: Divide students into groups of 3–5 and assign each group a role, such as Policymaker, Business Leader, Young Person/Student, Environmental Activist, Scientist, Farming Organization, Citizen/Consumer, etc.
Each group receives a short role description: What is important for this stakeholder? What are their concerns, values, and interests?
Step 4
Backcast from the role’s perspective: The groups step into their role and reason backward from the 2040 future vision. From their stakeholder perspective, they consider which actions, choices, and developments have taken place to make that future vision possible. They explore which barriers were overcome, which collaborations were made, and which conflicts may have arisen. They visually map their insights on a timeline or in the form of a storyboard.
Step 5
Present and discuss: Each group presents its route to 2040 and explains what was important from their role’s perspective. Encourage discussion between groups: Where are tensions? Where is there collaboration?
Step 6
Reflection: Discuss in class or in pairs:
- What surprised you from your role’s perspective?
- Which interests are sometimes difficult to combine?
- What have you learned about system change?
Variation 1
Let students choose their own role, or have them ‘draw’ a role to encourage surprise and variety.
Variation 2
Add an intermediate phase in 2030: Ask: Where were you halfway? What successes or setbacks had occurred already?
Variation 3
Make it a debate: Let roles talk to each other about crucial decisions in 2030.
Variation 4
Students can also backcast without roles; see explanation under the exercise 'Starting with the End in Mind.'
Let students digitally develop their future vision and timeline using Canva or Miro.
Role cards or short descriptions (can also be digital)
(Optional) materials for visualization: pens, markers, post-its
Large sheets of paper or digital tools (such as Miro, Canva, or PowerPoint)
Consider the tools and materials mentioned here as suggestions. In many cases it’s possible to use alternative tools. Please turn to the Learning & Innovation team of your faculty first to see which online and offline tools are available and how to apply them.
Always use (generative) AI tools that are GDPR-compliant. Refer to the usage guidelines for Generative AI and the theme page about AI in education as well.
