From tradition to transformation: Assessing education 5.0 readiness among educators based on demographic factors

Ravelo, Rolly Bucarile and Loayon, Nemesio Gallardo (2025) From tradition to transformation: Assessing education 5.0 readiness among educators based on demographic factors. International Journal of Science and Research Archive, 15 (1). pp. 1510-1518. ISSN 2582-8185

This study assesses the readiness of educators in Surigao del Sur, Philippines, for Education 5.0—a learner-centered, technology-driven paradigm emphasizing innovation and human-centric skills. Using an explanatory sequential mixed-methods design, the research surveyed 164 educators and conducted focus group discussions to evaluate preparedness across three dimensions: technology integration, professional development, and data-driven decision-making. Findings reveal moderate readiness (weighted mean = 3.05) but highlight critical gaps: while basic infrastructure like internet access (88.3%) and computers (85.9%) is strong, advanced tools (e.g., AI, VR) are scarce (<15% availability), and last-mile schools face significant resource disparities. Professional development programs are misaligned with emerging technologies, and institutional support for tech integration remains inconsistent. Notably, gender is the sole demographic factor significantly linked to preparedness (χ² = 42.88, *p* = 0.014), suggesting female educators (85.4% of respondents) face unique adoption challenges. Surprisingly, IT-related training shows no significant impact (*p* = 0.914), indicating a mismatch between current programs and Education 5.0 demands. Qualitative data underscore socio-economic barriers, including poor connectivity and gadget shortages, exacerbating inequities. The study recommends (1) gender-inclusive capacity building, (2) investments in advanced technologies and offline-compatible solutions, (3) reformed, immersive training aligned with AI/VR tools, and (4) systemic policies to bridge infrastructure gaps. These strategies aim to transition from fragmented adoption to equitable, future-ready education systems. The findings contribute to global discourse on digital transformation in resource-constrained contexts, offering actionable insights for policymakers to ensure no educator is left behind in the Education 5.0 transition.