The STUDIES model: validating a human-centric framework for Education 5.0

Abstract

This study addresses the gap in teacher education frameworks that integrate Education 5.0 principles with empirically validated metacognitive development. The purpose was to develop and validate a seven-stage human-centric instructional framework, the setting goals, task analysis, universal design, digital learning, integrated knowledge, evaluation, standards-based assessment (STUDIES) model, grounded in constructivism, self-determination theory, and digital humanism, and to evaluate its effectiveness across three sequential phases with pre-service teachers. Three published phases employed one-group pretest–posttest designs. Phase I (N=24, English education) achieved efficiency ratios E1/E2 of 80.56/80.68 (t(23)=26.17, p<.01, Cohen’s d=4.69); Phase II (N=28, early childhood) achieved E1/E2=80.95/81.36 (t(27)=−54.77, p<.001, d=6.17); Phase III (N=30, mathematics with phenomenon-based learning and a digital learning ecosystem) achieved 80.25% post-test metacognition (normalized gain=0.64, t(29)=−36.37, p<.001, d=3.08). The novel contribution is its empirically validated progressive trajectory—from knowledge acquisition through higher-order thinking to metacognitive mastery—which mirrors a recognized hierarchical taxonomy and has not been demonstrated in existing Education 5.0 frameworks. Implications are discussed for teacher education policy, curriculum reform, and scalable program design.