Education 5.0 as a Response to Knowledge Economy Challenges: Case Study of Zimbabwe

The knowledge economy fundamentally relies upon education and human capital as productive assets, wherein intellectual competencies and innovation supersede natural resources. This economic paradigm valorizes goods and services derived from intellectual expertise, thereby fostering innovation in technical and scientific domains. Its development has been sustained by increasing investments in education, research, and new information and communication technologies (ICTs). In a global context where this economy has become crucial, educational systems must evolve to adapt to the demands of innovation and competitiveness. This paper aims to demonstrate, both theoretically and empirically for the case of Zimbabwe, the extent to which the adoption of Education 5.0 contributes to overcoming the challenges of the knowledge economy and promoting national innovation and competitiveness. To achieve this, this impact study adopts a methodological approach based on documentary analysis of governmental reports and publications from international organizations, supplemented by a descriptive quantitative study of key indicators in education, innovation, and development. These include the Human Development Index (HDI), the Global Innovation Index (GII), employment rates, and other relevant metrics. A particular attention is given to the integration of ICTs as a critical enabler of Education 5.0 and its diffusion within the academic and innovation ecosystem. A comparative analysis of these indicators before and after the official implementation of Education 5.0 in Zimbabwe will provide empirical insights into its tangible effects and contributions to national development. To statistically validate the research hypotheses, independent samples T-tests were performed using SPSS software.