Reframing Environmental Scanning as a Youth Competency: A Conceptual Model for Strategic Foresight and Developmental Assessment Within the ZAT Framework

Mustafa Mohamed Abdel Mohiman; Abdullah Hussein Salem; Wael Ahmed Abdalla Sabra

doi:doi:10.11648/j.hss.20261401.16

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Reframing Environmental Scanning as a Youth Competency: A Conceptual Model for Strategic Foresight and Developmental Assessment Within the ZAT Framework

Mustafa Mohamed Abdel Mohiman

, Abdullah Hussein Salem

, Wael Ahmed Abdalla Sabra^*

Published in Humanities and Social Sciences (Volume 14, Issue 1)

Received: 6 September 2025 Accepted: 18 September 2025 Published: 27 February 2026

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Abstract

In response to the growing complexity of the 21st-century landscape, this paper reconceptualizes Environmental Scanning as a developmental competency essential for youth agency, strategic foresight, and ethical decision-making. Traditionally confined to institutional strategy, environmental scanning is reframed within the ZAT Competency Framework as a dynamic, teachable process encompassing perception, interpretation, and response. Grounded in cognitive constructivism, anticipatory self-regulation, and socio-ethical orientation, the study defines scanning as a multidimensional capacity that supports identity formation, vocational planning, and civic engagement. This conceptual paper constructs a theoretical model that maps environmental scanning onto four developmental domains: knowledge, skills, attitudes, and habits (KSAH). It offers a structured articulation of learning outcomes and positions the competency within ZAT’s Brain Dimension, where it complements related capacities such as critical thinking and reflective learning. The methodology adopts a design-based, non-empirical approach, establishing the foundation for future validation using AI-augmented diagnostic tools embedded within the ZAT platform. Findings highlight the potential of environmental scanning to become a lived and assessable practice, enabling youth to navigate uncertainty with strategic clarity and moral purpose. The paper concludes by outlining limitations and proposing future research directions focused on empirical validation, cultural adaptation, and longitudinal development.

Published in	Humanities and Social Sciences (Volume 14, Issue 1)
DOI	10.11648/j.hss.20261401.16
Page(s)	57-66
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

Environmental Scanning, Youth Competency, Anticipatory Learning, ZAT Framework, Strategic Foresight, Developmental Education

References

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[2]	Abina, A., Kovačič, D., Prucnal, M., Kiratzouli, V., & Zidanšek, A. (2025). Building sustainable career skills in youth through adaptive learning and competency self-assessment tools. Sustainability, 17(2), 412. https://doi.org/10.3390/su17020412:contentReference[oaicite:0]{index=0}
[3]	Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
[4]	Choo, C. W. (2001). Environmental scanning as information seeking and organizational learning. Information Research, 7(1), 7–22.
[5]	Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
[6]	Dewey, J. (1938/1997). Experience and education. New York: Simon & Schuster.
[7]	Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
[8]	Flavell, J. H. (2000). Development of children’s knowledge about the mental world. International Journal of Behavioral Development, 24(1), 15–23. https://doi.org/10.1080/016502500383421
[9]	Jenkins, J., Schwab, B., & Green, A. (2020). Youth foresight in civic participation: Emerging trends and participatory approaches. OECD Education Working Papers, No. 224. OECD Publishing.
[10]	Knutzen, J. (2000). Focus on the future: Environmental scanning at Columbia Basin College. Columbia Basin College.
[11]	Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
[12]	Langer, E. J. (2000). Mindful learning. Da Capo Press.
[13]	Maurer, M., Koulouris, P., & Bogner, F. X. (2020). Green awareness in action—How energy conservation action fosters environmental knowledge, values, and behavior in adolescents’ school life. Sustainability, 12(3), 955. https://doi.org/10.3390/su12030955
[14]	Melstad, S. (2018). Using technology to deliver public health messaging: An environmental scan of coordinated chronic disease prevention in South Dakota. South Dakota Department of Health.
[15]	Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. Routledge.
[16]	OECD. (2020). Future of education and skills 2030: OECD learning compass 2030. OECD Publishing. https://www.oecd.org/education/2030-project/
[17]	Paul, R., & Elder, L. (2014). The miniature guide to critical thinking concepts and tools (7th ed.). Foundation for Critical Thinking.
[18]	Piaget, J. (1970). Science of education and the psychology of the child. Viking Press.
[19]	Rowel, R., Moore, N. D., Nowrojee, S., Memiah, P., & Bronner, Y. (2005). The utility of the environmental scan for public health practice: Lessons from an urban program to increase cancer screening. Journal of the National Medical Association, 97(4), 527–534.
[20]	Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (Rev. ed.). Doubleday.
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Mohiman, M. M. A., Salem, A. H., Sabra, W. A. A. (2026). Reframing Environmental Scanning as a Youth Competency: A Conceptual Model for Strategic Foresight and Developmental Assessment Within the ZAT Framework. Humanities and Social Sciences, 14(1), 57-66. https://doi.org/10.11648/j.hss.20261401.16

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ACS Style

Mohiman, M. M. A.; Salem, A. H.; Sabra, W. A. A. Reframing Environmental Scanning as a Youth Competency: A Conceptual Model for Strategic Foresight and Developmental Assessment Within the ZAT Framework. Humanit. Soc. Sci. 2026, 14(1), 57-66. doi: 10.11648/j.hss.20261401.16

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AMA Style

Mohiman MMA, Salem AH, Sabra WAA. Reframing Environmental Scanning as a Youth Competency: A Conceptual Model for Strategic Foresight and Developmental Assessment Within the ZAT Framework. Humanit Soc Sci. 2026;14(1):57-66. doi: 10.11648/j.hss.20261401.16

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@article{10.11648/j.hss.20261401.16,
  author = {Mustafa Mohamed Abdel Mohiman and Abdullah Hussein Salem and Wael Ahmed Abdalla Sabra},
  title = {Reframing Environmental Scanning as a Youth Competency: A Conceptual Model for Strategic Foresight and Developmental Assessment Within the ZAT Framework},
  journal = {Humanities and Social Sciences},
  volume = {14},
  number = {1},
  pages = {57-66},
  doi = {10.11648/j.hss.20261401.16},
  url = {https://doi.org/10.11648/j.hss.20261401.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20261401.16},
  abstract = {In response to the growing complexity of the 21st-century landscape, this paper reconceptualizes Environmental Scanning as a developmental competency essential for youth agency, strategic foresight, and ethical decision-making. Traditionally confined to institutional strategy, environmental scanning is reframed within the ZAT Competency Framework as a dynamic, teachable process encompassing perception, interpretation, and response. Grounded in cognitive constructivism, anticipatory self-regulation, and socio-ethical orientation, the study defines scanning as a multidimensional capacity that supports identity formation, vocational planning, and civic engagement. This conceptual paper constructs a theoretical model that maps environmental scanning onto four developmental domains: knowledge, skills, attitudes, and habits (KSAH). It offers a structured articulation of learning outcomes and positions the competency within ZAT’s Brain Dimension, where it complements related capacities such as critical thinking and reflective learning. The methodology adopts a design-based, non-empirical approach, establishing the foundation for future validation using AI-augmented diagnostic tools embedded within the ZAT platform. Findings highlight the potential of environmental scanning to become a lived and assessable practice, enabling youth to navigate uncertainty with strategic clarity and moral purpose. The paper concludes by outlining limitations and proposing future research directions focused on empirical validation, cultural adaptation, and longitudinal development.},
 year = {2026}
}

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T1  - Reframing Environmental Scanning as a Youth Competency: A Conceptual Model for Strategic Foresight and Developmental Assessment Within the ZAT Framework
AU  - Mustafa Mohamed Abdel Mohiman
AU  - Abdullah Hussein Salem
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AB  - In response to the growing complexity of the 21st-century landscape, this paper reconceptualizes Environmental Scanning as a developmental competency essential for youth agency, strategic foresight, and ethical decision-making. Traditionally confined to institutional strategy, environmental scanning is reframed within the ZAT Competency Framework as a dynamic, teachable process encompassing perception, interpretation, and response. Grounded in cognitive constructivism, anticipatory self-regulation, and socio-ethical orientation, the study defines scanning as a multidimensional capacity that supports identity formation, vocational planning, and civic engagement. This conceptual paper constructs a theoretical model that maps environmental scanning onto four developmental domains: knowledge, skills, attitudes, and habits (KSAH). It offers a structured articulation of learning outcomes and positions the competency within ZAT’s Brain Dimension, where it complements related capacities such as critical thinking and reflective learning. The methodology adopts a design-based, non-empirical approach, establishing the foundation for future validation using AI-augmented diagnostic tools embedded within the ZAT platform. Findings highlight the potential of environmental scanning to become a lived and assessable practice, enabling youth to navigate uncertainty with strategic clarity and moral purpose. The paper concludes by outlining limitations and proposing future research directions focused on empirical validation, cultural adaptation, and longitudinal development.
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Author Information

Mustafa Mohamed Abdel Mohiman

Learning Design Boutique, ZAT Academy, Cairo, Egypt

Contact Email

http://orcid.org/0009-0002-8987-9842
Abdullah Hussein Salem

Learning Design Boutique, ZAT Academy, Cairo, Egypt

Contact Email

http://orcid.org/0009-0000-8533-9828
Wael Ahmed Abdalla Sabra

Faculty of Arts, Sohag University, Sohag, Egypt

Contact Email

http://orcid.org/0009-0004-8610-5635

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Plain Text BibTeX RIS

APA Style

Mohiman, M. M. A., Salem, A. H., Sabra, W. A. A. (2026). Reframing Environmental Scanning as a Youth Competency: A Conceptual Model for Strategic Foresight and Developmental Assessment Within the ZAT Framework. Humanities and Social Sciences, 14(1), 57-66. https://doi.org/10.11648/j.hss.20261401.16

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ACS Style

Mohiman, M. M. A.; Salem, A. H.; Sabra, W. A. A. Reframing Environmental Scanning as a Youth Competency: A Conceptual Model for Strategic Foresight and Developmental Assessment Within the ZAT Framework. Humanit. Soc. Sci. 2026, 14(1), 57-66. doi: 10.11648/j.hss.20261401.16

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AMA Style

Mohiman MMA, Salem AH, Sabra WAA. Reframing Environmental Scanning as a Youth Competency: A Conceptual Model for Strategic Foresight and Developmental Assessment Within the ZAT Framework. Humanit Soc Sci. 2026;14(1):57-66. doi: 10.11648/j.hss.20261401.16

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@article{10.11648/j.hss.20261401.16,
  author = {Mustafa Mohamed Abdel Mohiman and Abdullah Hussein Salem and Wael Ahmed Abdalla Sabra},
  title = {Reframing Environmental Scanning as a Youth Competency: A Conceptual Model for Strategic Foresight and Developmental Assessment Within the ZAT Framework},
  journal = {Humanities and Social Sciences},
  volume = {14},
  number = {1},
  pages = {57-66},
  doi = {10.11648/j.hss.20261401.16},
  url = {https://doi.org/10.11648/j.hss.20261401.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20261401.16},
  abstract = {In response to the growing complexity of the 21st-century landscape, this paper reconceptualizes Environmental Scanning as a developmental competency essential for youth agency, strategic foresight, and ethical decision-making. Traditionally confined to institutional strategy, environmental scanning is reframed within the ZAT Competency Framework as a dynamic, teachable process encompassing perception, interpretation, and response. Grounded in cognitive constructivism, anticipatory self-regulation, and socio-ethical orientation, the study defines scanning as a multidimensional capacity that supports identity formation, vocational planning, and civic engagement. This conceptual paper constructs a theoretical model that maps environmental scanning onto four developmental domains: knowledge, skills, attitudes, and habits (KSAH). It offers a structured articulation of learning outcomes and positions the competency within ZAT’s Brain Dimension, where it complements related capacities such as critical thinking and reflective learning. The methodology adopts a design-based, non-empirical approach, establishing the foundation for future validation using AI-augmented diagnostic tools embedded within the ZAT platform. Findings highlight the potential of environmental scanning to become a lived and assessable practice, enabling youth to navigate uncertainty with strategic clarity and moral purpose. The paper concludes by outlining limitations and proposing future research directions focused on empirical validation, cultural adaptation, and longitudinal development.},
 year = {2026}
}

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TY  - JOUR
T1  - Reframing Environmental Scanning as a Youth Competency: A Conceptual Model for Strategic Foresight and Developmental Assessment Within the ZAT Framework
AU  - Mustafa Mohamed Abdel Mohiman
AU  - Abdullah Hussein Salem
AU  - Wael Ahmed Abdalla Sabra
Y1  - 2026/02/27
PY  - 2026
N1  - https://doi.org/10.11648/j.hss.20261401.16
DO  - 10.11648/j.hss.20261401.16
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 57
EP  - 66
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20261401.16
AB  - In response to the growing complexity of the 21st-century landscape, this paper reconceptualizes Environmental Scanning as a developmental competency essential for youth agency, strategic foresight, and ethical decision-making. Traditionally confined to institutional strategy, environmental scanning is reframed within the ZAT Competency Framework as a dynamic, teachable process encompassing perception, interpretation, and response. Grounded in cognitive constructivism, anticipatory self-regulation, and socio-ethical orientation, the study defines scanning as a multidimensional capacity that supports identity formation, vocational planning, and civic engagement. This conceptual paper constructs a theoretical model that maps environmental scanning onto four developmental domains: knowledge, skills, attitudes, and habits (KSAH). It offers a structured articulation of learning outcomes and positions the competency within ZAT’s Brain Dimension, where it complements related capacities such as critical thinking and reflective learning. The methodology adopts a design-based, non-empirical approach, establishing the foundation for future validation using AI-augmented diagnostic tools embedded within the ZAT platform. Findings highlight the potential of environmental scanning to become a lived and assessable practice, enabling youth to navigate uncertainty with strategic clarity and moral purpose. The paper concludes by outlining limitations and proposing future research directions focused on empirical validation, cultural adaptation, and longitudinal development.
VL  - 14
IS  - 1
ER  -

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