This paper discusses visions and strategies for the futures of education in the European Union countries, namely Ireland, Denmark, Estonia, Poland, and Finland, and presents the approach to the futures of education, its trends and foresight as reflected in the documents of international organisations, such as the EU, the OECD, UNESCO, and the UN. It also overviews the situation in Lithuania and offers recommendations based on the experience of other countries and insights from international organisations. [...] International organisations have emphasised that the future will be increasingly digital, suggesting that education needs to focus on developing the relevant skills and taking into account the associated risks and opportunities. EU documents point to lifelong learning, digitalisation, and personalisation of the learning process as well as an interdisciplinary approach to problem solving. UNESCO documents, in addition to lifelong learning and interdisciplinarity, also promote inclusiveness, compassion, and empathy. The OECD notes that today’s education goes beyond mere teaching; it is about helping pupils acquire the skills necessary to navigate an increasingly complex, fluctuating, and uncertain world. A particular emphasis is placed on the importance of social and emotional learning for the development of cognitive, emotional, social, and interpersonal skills. The aforementioned ideas are also relevant when discussing visions for education in Lithuania. The 1988 Concept of the National School states the following: ‘It is particularly important to develop pupils’ attitude of being flexible and creative both in their thoughts and deeds. They should be ready to accept the idea that life is changing fast.’ Every subsequent Lithuanian school concept and vision was in line with the Concept of the National School and built on the same ideas adapting them to the challenges and the spirit of the time. Therefore, when developing a new vision for Lithuanian education and schools, it is important to consider not only the challenges and solutions proposed by international organisations and the experience of other countries, but also to reflect on the previously developed and still relevant concepts of education by revising and adapting them accordingly. Notably, educational models operating in specific countries depend on various factors, such as history, traditions, cultural and religious beliefs, prevailing values, and attitudes towards the role of the state in general. All of these factors need to be thoroughly assessed when designing a vision for the future of education.