The field of futures studies is affected by a lack of consensus in many regards. From the terminology and methodologies to the overall definition of futures studies and its purposes. However, the considerations regarding alternative futures and an orientation towards the pursuit of futures better than the present have continued to be foundational to the field. Furthermore, visions and visioning are considered key concepts of futures studies, and visioning one of the methods unique to the field. Still, they share the same issues as many other concepts and methods in futures studies: multiple meanings, dissimilar and sometimes contradictory definitions, characteristics and principles, and an array of techniques and methods have surfaced.

To develop as a field, increasing understanding regarding visions and visioning, more rigorous visioning methodology and visions of higher quality are called for. For that purpose, this research explores the various interpretations for visions and visioning as concepts in futures research and foresight through multiple lenses. The research discusses definitions, types, forms, qualities, processes and functionings, and as result proposes definitions for both vision and visioning. In addition, the research studies the conceptual frame, Futures Map, to examine the possibilities of applying it for understanding and visualizing a dynamic futures landscape and the role of visions in them. The research suggests to view the creation of a vision and actions towards it as a journey on a dynamic Futures Map: developing a shared understanding of the futures landscape and the preferred destinations, committing to a path leading to their direction, constantly gaining awareness of and adapting to both internal and external change, and revising the destination, direction and actions.

Furthermore, this practically-oriented research describes the process implemented in the national artificial intelligence program AuroraAI to develop and pilot a participatory approach for visioning the preferred futures of a human-centric society through the lenses of life-events and situations in life. The developed approach was piloted with a single life-event, and as result of the visioning process the preferred futures of human-centric society in Finland 2040 from the perspective of 13–16-year-olds in basic education were constructed with participants representing the age group and their stakeholders. Both the further examination of the Futures Map and the utilization of life-event-based thinking in the visioning approach may be considered new research contributions.