UDC 378

Loza M.E.¹ (Moscow, Russian Federation) – loza.m.e@mail.ru

¹Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of the Russian Federation

Abstract. The article conceptualizes the Education 5.0 model as a paradigm grounded in human–technology synergy within higher education, drawing on the broader intellectual framework of Society 5.0 originally developed in Japan, which foregrounds the human-centered dimension of technological advancement. The study aims to substantiate a conceptual framework for this new educational stage and to conduct a prognostic analysis of the trajectories along which artificial intelligence may be integrated into the university system. The methodological foundation combines paradigmatic analysis, foresight, scenario planning, and a comparative approach informed by the experience of leading international and domestic universities. The evolution of educational technologies is traced through five successive waves of innovation: from computerization (2000–2005) to generative artificial intelligence (from 2020 onwards). The fundamental distinction between Education 5.0 and the preceding 4.0 paradigm is articulated: whereas the latter prioritized digitalization per se, the new model foregrounds the quality of human–machine interaction and the cultivation of uniquely human potential. A conceptual model comprising value-goal, content, technological, and subject-oriented components is presented, with systemic integration, flexibility, and long-term sustainability identified as core value orientations. Three scenarios for the transformation of higher education are developed: “Humanistic Synergy” (optimistic), “Technological Balance” (realistic), and “Technocratic Dominance” (pessimistic). Pedagogical, ethical, and socio-cultural challenges of AI implementation are analyzed, including the transformation of the instructor’s role, algorithmic bias, threats to academic integrity posed by generative models, cognitive skill degradation, and the deepening digital divide. Conditions for the successful realization of the model at strategic, institutional, and pedagogical levels are identified. The study concludes that preserving a human-centered approach constitutes a necessary condition for the productive technological modernization of higher education, wherein artificial intelligence serves as a means of augmenting—rather than supplanting—human intellectual capacity.

Keywords: education 5.0, artificial intelligence in education, higher education transformation, human-centeredness, paradigm shift, personalized learning, metacompetencies, scenario forecasting, hybrid educational environments, digital inequality.

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For citation: Loza, M. E. (2026). Education 5.0 as a paradigm for transforming higher education: a predictive analysis of artificial intelligence integration. CITISE, 2, 816–828. (In Russian).