EDUCATION 5.0 AND DIGITAL CULTURE: PEDAGOGICAL CHALLENGES IN THE FACE OF THE HYPERCONNECTED GENERATION

Abstract

The intensification of digital culture in recent decades has significantly transformed the ways individuals interact, produce knowledge, and learn, especially among subjects immersed in hyperconnected environments. In this context, the concept of Education 5.0 emerges as a proposal that seeks to integrate digital technologies with human-centered education, focusing on the development of cognitive, socio-emotional, and ethical competencies. This article aims to analyze the pedagogical challenges faced by schools in relation to the hyperconnected generation, problematizing the tensions between traditional teaching practices and the dynamics of digital culture. The study adopts a qualitative approach of theoretical nature, based on a narrative literature review that articulates contributions from digital culture studies, educational technologies, and contemporary learning theories. The analysis reveals a mismatch between school practices and students’ ways of learning, characterized by fragmented attention, accelerated information consumption, and superficial cognitive engagement. Additionally, it highlights the tendency toward uncritical adoption of technologies in educational contexts, often disconnected from consistent pedagogical foundations. The findings suggest that Education 5.0 should not be understood as mere technological incorporation, but as a reconfiguration of pedagogical practices grounded in critical, ethical, and meaningful learning perspectives.