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In order for future-oriented thinking skills to examine both cognitive and language skills, there is a need to examine the skill levels of professionals across various fields of education. The present study investigated the degree to which intermediate schoolteachers possess future thinking skills in the light of Program for International Student Assessment (PISA) test dimensions in mathematics and Arabic language. Using a descriptive survey method, a questionnaire was given to 98 mathematics and Arabic language teachers in Al-Kharj, Saudi Arabia. It covered five dimensions of future thinking skills including planning, predicting, imagination, problem-solving, and evaluating the future. Results showed statistically significant skill levels across all dimensions for both groups. Additionally, significant differences existed between subjects in planning, predicting, imagining, and solving future problems, attributable to disciplinary specialization. However, there was no difference in evaluating the future perspective. The study concludes that developing future thinking skills through PISA dimensions is vital for quality education meeting contemporary needs. Recommendations include building specialized university programs, holding teacher training courses, and conducting an integrated study of future thinking across mathematics, Arabic language, and science to enable comprehensive understanding. In summary, intermediate schoolteachers were found to significantly possess future thinking capacities, but differences between math and Arabic teachers highlight the need to standardize competencies.