This abstract outline a newly funded six-year arts-based narrative research project*, focusing on futures literacy in elementary education within the framework of Portugal’s Digital Educational initiative. The project seeks to understand how futures literacy can generate school capital and foster shared visions of education’s future based on contemporary educational experiences [1 ]. At the core of this research lies the question: How can digital educational experiences foster futures literacy and imagination, generating school capital to support future possibilities? The project prioritises the teachers’ professional development, recognising their pivotal role in shaping education futures [2] - committed to celebrating possibilities and inspiring transformation [3]. It aims to narratively understand emerging trends and constraints in digital pedagogical practices while co-creating an imaginative agenda for transformative educational futures. The literature shows that this comprehensive overview allows filling the gaps between the successes and failures from previous experiences to future alternatives [4]. The project leverages a narrative inquiry methodology that integrates retrospective and prospective dimensions through reflective and imaginative practices [5]. It unfolds in five interconnected phases: 1. Literature Review (Years 1–2): A comprehensive review of humanised and sustainable digital transitions will contextualise current practices and identify future-oriented trends. 2. Individual Narratives (Years 2–4): Teachers’ stories, gathered through interviews and creative workshops, will explore digital competencies, challenges, and professional aspirations. 3. Collective Narratives (Years 3–5): Synthesising individual accounts, this phase fosters collaboration among teachers to articulate shared visions for education. 4. Imaginative Agenda (Year 5): Roundtable discussions will consolidate narratives into actionable frameworks for sustainable digital practices. 5. Data exploitation (Years 5–6): Focus groups will be applied to reflect on the findings. This step ensures context and participant specificity in interpreting the data . By focusing on the intersection of teachers’ experiences, digital technologies, and cultural production, the project proposes that schools’ capital emerges from the lived realities of their communities. This capital supports transformation, fosters inclusivity, and builds sustainable educational foundations. The project will generate resources including a toolbox of innovative practices, an imaginative agenda, and interactive outputs such as workshops and public roundtables. These outcomes aim to impact international policy and practice, aligning with the 2030 SDGs Agenda and the European Action Plan for Digital Education (2021–2027). Through this study, the project aspires to position imagination as a vital component of teachers’ professional development, offering transformative insights into the future of education globally.

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