The Futures of Europe: Society 5.0 and Industry 5.0 as Driving Forces of Future Universities
Open accessAbstract
The concept of Society 5.0 and Industry 5.0 is not a simple chronological continuation or alternative to Industry 4.0 paradigm. Society 5.0 aims to place human beings at the midpoint of innovation, exploiting the impact of technology and Industry 4.0 results with the technological integration to improve quality of life, social responsibility and sustainability. This ground-breaking perspective has common points with the objectives of the United Nations Sustainable Development Goals. It also has major implication for universities transformations. Universities are called upon producing knowledge for new technologies and social innovation. In our paper, we argue that digitalisation opens new perspectives for universities and can become one of the main drivers of their change. Incorporating the assumptions of Society 5.0 and Industry 5.0 into the universities practices and policies will allow both universities and societies to fully benefit from digital transformation. Making the human-oriented innovation as the universities trademark and developing new cooperative models will also help to achieve sustainable priorities. The use of the Quintuple Helix Model (QHM) might foster the process of necessary transformations capacities as it integrates different perspectives and sets the stage for sustainability priorities and considerations. As far as the practical goal is concerned, the paper proposes a set of recommendations for universities aiming at developing new forms and channels of distribution of education, research and innovation within in the context of QHM and Society 5.0. We call them socially and digitally engaged model.
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Universities often serve as testing grounds for new technologies due to the presence of research expertise, ethical oversight, and a student population that may be more comfortable engaging with experimental digital tools.
“Universities often serve as testing grounds for new technologies due to the presence of research expertise, ethical oversight, and a student population that may be more comfortable engaging with experimental digital tools [49].”
From Systematic review of artificial intelligence in education: trends, benefits, and challenges (2025) · cites this paper as [49]
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Systematic review of artificial intelligence in education: trends, benefits, and challenges
Garzón, J., Patiño, E., & Marulanda, C. (2025) · Multimodal Technologies and Interaction · doi:10.3390/mti9080084 · Cited by 265 · see citing works
“Universities often serve as testing grounds for new technologies due to the presence of research expertise, ethical oversight, and a student population that may be more comfortable engaging with experimental digital tools [49].”
- Authors
- Carayannis, E. G., & Morawska-Jancelewicz, J.
- Affiliations
- George Washington University (US)
- Venue
- Journal of the Knowledge Economy
- Published
- 2022-01-05
- Volume
- 13
- Issue
- 4
- Pages
- 3445-3471
- ISSN
- 1868-7865 (ISSN-L)
- 1868-7873
- PMC
- PMC8732972
- OpenAlex
- W4205342885
- Cited by
- 578
- References
- 25
- Citations by year
- 2026: 95 · 2025: 149 · 2024: 163 · 2023: 136 · 2022: 35
- FWCI
- 119.51
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Journal of the Knowledge Economy (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Educational Innovations and Challenges
- Social Sciences › Business, Management and Accounting › Management of Technology and Innovation › University-Industry-Government Innovation Models
- Social Sciences › Safety Research › Human Resources and Workforce
- Keywords
- Society 5.0, Industry 5.0, Industry 4.0, university transformation, digitalization of higher education, quintuple helix, Sustainable Development Goals, social innovation, university-industry collaboration, campus sustainability
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