Addressing Equity and Accessibility in Digital Education

Abstract

Education 5.0 is a new educational revolution incorporating pedagogical and technology breakthroughs to assist educational institutions in implementing digital transformations and addressing the demands of new generations of learners and educators. This research project offers an autonomous architecture of Cyber-Physical systems for Education 5.0, which incorporates digital technology to provide heterogeneous learning environments for varied learners. This architecture assists educators and training managers in controlling learning processes by enabling autonomous management, student progress analysis, and teacher recommendation. The article investigates the relationship between Education 5.0 and Industry 4.0 (IR 4.0), with an emphasis on millennial skills and knowledge. It highlights the components of Education 4.0, essential abilities for millennial learners, and IR 4.0 advancements. The study emphasizes the relevance of digital learning in reducing the gap between Education 5.0 and IR 4.0, with the goal of promoting sustainable education while also meeting IR 4.0 requirements. The study investigates the notion of lifelong learning in IR 4.0 using qualitative semi-structured interviews. It indicates that educational leaders play critical roles as digital administrators, transformational agents, and communicators. They must have fundamental abilities including encouraging self-motivated learners, being visionary and value-driven, recognizing the interconnection of behaviors and mindsets, and developing institutional learning. This study seeks to comprehend the notion of lifelong learning in IR 4.0. The study explores the integration of Personal Learning Environments (PLEs) into formal and informal learning, finding that PLE management predicts PLE application for formal, non-formal, and informal learning. PLEs function as a technological platform, digital literacy, conceptual space, educational method, and social network, allowing learners to attain their learning objectives. PLE and Open Network Learning Environment have been acknowledged as significant pedagogical and instructional techniques for digital lifelong learning. This study seeks to understand the role of green education in cultivating cultural, ecological, and critical literacies, its relationship to global readiness, and best practices for incorporating environmental content into educational institutions laboratory education program, considering that sustainability and environmental awareness have become prominent educational trends.