The concept of Education 5.0 originated in Japan in 2016 as a transformative paradigm that redefines the roles of teachers and learners in the era of artificial intelligence. A systematic literature review conducted by Hamedani et al. (2024) demonstrates that the successful transition from higher education to the labour market requires graduates to possess both theoretical knowledge and practical competencies aligned with evolving workforce demands.
Additionally, the emerging workforce is positioned as a key contributor to the development of a human-centric society, in which technology is leveraged to improve the quality of life and support sustainable development, consistent with the United Nations’ Sustainable Development Goals (SDGs). According to Hamedani et al. (2024), the world is presently experiencing a wave of change impacting every aspect of life, with digital technologies and tech-savvy shifts setting the trend. The rapid advancement of technology is improving human life in several beneficial ways. Society 5.0 (S5.0) was launched in Japan in 2016 under the slogan “super smart society” and introduced globally. The Japanese government unveiled S5.0 as a vision of human existence where technology integrates cyberspace and physical space to promote social and economic development. S5.0 focuses on a human-centric society emphasising the ethical use of technology to improve quality of life, productivity, social responsibility and sustainability.
Compared to previous models, Education 5.0 represents a significant evolution beyond earlier educational frameworks by repositioning technology not as a goal but as a supportive tool that fosters personalised, ethical and inclusive learning environments. Unlike Education 1.0, which relied on traditional teacher-centred approaches, Education 2.0 introduced simple technological tools and media to enhance instruction. Education 3.0 shifted towards interactive, student-centred learning characterised by active participation and collaboration.
Subsequently, Education 4.0 emphasised intensive use of digital technologies with a strong focus on developing skills essential for the digital age. In contrast, Education 5.0 strikes a deliberate balance between technological integration and human values, aiming to cultivate not only employability but also humanity, adaptability and lifelong learning capacities (Shukla & Jena, 2024).
Within the context of evolving educational paradigms, researchers have extensively examined Education 5.0 across several critical dimensions. The role of the teacher is redefined from a mere knowledge transmitter to that of a learning designer, mentor, and ethical guide who fosters reflective thinking, creativity, and socio-emotional development.
Concurrently, the learner-centred paradigm positions students as active agents whose cognitive, emotional and social capacities are developed in tandem, emphasising critical thinking, creativity, collaboration and emotional intelligence as essential outcomes.
Curriculum and assessment practices under Education 5.0 advocate for flexible, authentic approaches that connect learning to real-world challenges, with a shift towards performance-based, formative and competency-oriented evaluations. Importantly, the ethical use of technology is a core concern, with scholarship stressing that artificial intelligence and data-driven educational tools must operate within frameworks that uphold equity, transparency and learner well-being. From a policy perspective, Education 5.0 has catalysed reforms that align education with sustainable development goals, lifelong learning, equity, social inclusion and human-centred digital transformation. Policy literature increasingly supports the view that education systems should prioritise human flourishing over technological determinism (PwC, 2020), resulting in strategies that emphasise holistic development, ethical innovation and resilience amid societal change.
In conclusion, the literature collectively positions Education 5.0 as a paradigmatic shift towards an educational model that restores the balance between technological advancement and human values. It represents a move from efficiency-driven education to meaning-driven education, where technology supports — but never replaces — the human essence of learning.
Oman Observer is now on the WhatsApp channel. Click here
