REVIEW article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1634459
Towards an Evaluation Framework for Education 5.0 in Institutions of Higher Learning in Zimbabwe
Provisionally accepted
- National University of Science and Technology, Bulawayo, Zimbabwe
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Education 5.0 was introduced in 2019 to address Zimbabwe's National Development Agenda. However, to date, no study has evaluated Education 5.0, and no framework has been developed to perform this evaluation in Zimbabwe's institutions of higher learning. This study aims to develop a framework to evaluate Education 5.0 in Zimbabwe's institutions of higher learning. This study adopted the systematic literature review approach on journal articles from academic databases such as EmeraldInsight, Google Scholar, PubMed, ERIC and JSTOR. A total of 123 articles were downloaded from these 40 were considered for the review. The major findings of the study were that the success of Education 5.0 was influenced by the availability of digital infrastructure and associated digital literacies. The study further revealed that innovation competencies influenced innovative strategies implemented in institutions of higher learning and that each of the five major variables was measured by a set of attributes. Challenges that confronted educational institutions in implementing Education 5.0 included resistance to change, lack of funding, lack of physical and digital infrastructure, resistance by academic staff members and students and their negative perceptions towards Education 5.0.
Keywords: education 5.0, Teaching, Research, Community service, innovation, industrialisation
Received: 27 May 2025; Accepted: 28 Jul 2025.
Copyright: © 2025 Mupaikwa. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Elisha Mupaikwa, National University of Science and Technology, Bulawayo, Zimbabwe
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.