This study investigates the prevalence of future-thinking skills among male and female students at Prince Sattam bin Abdulaziz University. In today’s rapidly evolving global landscape, future-thinking skills—including planning, problem-solving, imagination, and prediction—are crucial for both academic and professional success. Higher education institutions play a pivotal role in equipping students with these essential competencies to navigate technological advancements and multifaceted challenges. The research employed a descriptive survey methodology, drawing on a sample of 305 students from the College of Business Administration. A structured research instrument was used to evaluate four key dimensions of future-thinking: future planning, problem-solving, imagination, and prediction. The findings indicated a high overall presence of these skills, with problem-solving registering the highest mean score (M = 4.03), followed by imagination (M = 3.91), prediction, and planning (M = 3.63). Notably, no statistically significant differences in skill levels were found between male and female students. This study highlights the critical need to integrate future-oriented content into university curricula and to cultivate active, engaging learning environments. It further advocates for the adoption of innovative teaching methodologies to strengthen future-thinking skills through collaborative and experiential learning approaches. The findings underscore the indispensable nature of these competencies in preparing students to tackle complex global issues effectively. The study concludes by recommending further research and institutional efforts to embed future-thinking skills into higher education frameworks, fostering both societal progress and individual growth in the 21st century.