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