Routing towards Education 5.0 via sustainable technology empowerment : Potential challenges to academicians in Universities

Abstract

Purpose: To examine the technological empowerment of professionals in education as an instrument to facilitate the sustainable implementation of Education 5.0. This research investigates the prevalent challenges that hinder the advancement of technology Empowerment among academic professionals. Design, Methodology, and Approach: This paper directed an inclusive evaluation of the existing literature pertaining to the obstacles that impede the ability of educators to harness the full potential of technology. A collection of 58 challenges have been suggested for examination through the FDM. The present investigation evaluated the viewpoints of professionals concerning the degree of significance of obstacles that impede the production of accurate and dependable outcomes. Findings: The study’s results reveal that out of the 58 barriers examined, 11 were deemed significant. The most crucial technology empowerment barriers for educators were identified as inequitable involvement, constraints in the acceptance of technological advances, insufficient accountability, Excessive Workload, and Lack of teacher self-efficacy. The presence of these obstacles poses a significant challenge to the achievement of the education-oriented Sustainable Development Goals (SDGs). Implications: The suggested results have significant implications for professionals in the field of education, policymakers, developers of educational systems, and researchers. The aforementioned statement facilitates stakeholder accessibility to the primary obstacles hindering the technological empowerment necessary for the sustainable integration of Education 5.0. Originality: Academicians, the key stakeholders in adopting Education 5.0, play a significant role in its successful implementation. Very few earlier studies report on a specific application for the implementation of Education 5.0 focusing on contributing towards the SDGs.