This dissertation delves into the transformative potential of incorporating intentional ambiguity and world building in doctoral education, challenging the assessment-focused paradigm prevalent in American education. The researcher argues for an education that extends beyond measurable learning, emphasizing the richness of collective knowledge woven into the fabric of our world.The tapestry of knowledges, explored through ecological and posthumanist concepts, forms the conceptual backdrop. Ahmed's (2006) notion of orientation, Barad’s (2007) agential realism, and Dewey's (1938) emphasis on experiential learning contribute to the multifaceted understanding of this intricate tapestry. This three-article dissertation posits future-oriented higher education as an alternative to overly systematized education practices by focusing on a class utilizing world building techniques to foster collaboration, iteration, imagination, and creativity. Chapter One establishes the need for future-oriented higher education, laying the groundwork for world building—a method for designing emergent systems introduced by Pendleton-Jullian and Brown (2018a, 2018b)—in the classroom. Core concepts of world building are introduced and connected to adult education literature. Chapter Two exemplifies world building through an integrative literature review that envisions Emergence Studios—a collaborative space for social science students to creatively address systemic issues. Chapter Three outlines the methodology of subsequent articles. Chapter Four, a collaboration with Dr. Melissa Freeman, explores the potential for a posthumanist phenomenology. Chapter Five then explores a doctoral-level class focused on world building by enacting a posthumanist phenomenological case study based on Chapter Four. The chapter illuminates the transformative effects of de-centering the individual and introducing ambiguity in the classroom. The dissertation concludes with Chapter Six which offers a collection of resonances between theories and practices that became part of the dissertation. Chapter Six concludes the dissertation with suggestions for where future-oriented education can go from here. This holistic exploration aims to offer alternative practices for doctoral education by embracing intentional ambiguity and world building, fostering an environment where collaborative creativity takes precedence over measurable outcomes. The dissertation contributes to the ongoing discourse on the future of higher education, encouraging a shift towards a more collaborative and interconnected learning experience.