Speaker
Description
The rapid evolution toward Industry 5.0 marks a transition from automation-driven systems to human-centric, intelligent, and sustainable ecosystems (Rejeb et al., 2025), where collaboration between humans and advanced technologies such as artificial intelligence (AI), data analytics, and digital platforms becomes central. Within this transformation, the global workforce faces increasing pressure to adapt to dynamic skill requirements, leading to a widening skills economy gap between traditional education systems and industry expectations (World Economic Forum, 2024).
Global evidence highlights the urgency of this transformation. The World Economic Forum (2023) estimates that 44% of workers’ core skills will change within five years, while OECD (2021) reports persistent skills mismatches across sectors (OECD, 2018). Despite these developments, a structural disconnect remains between academic preparation and industry expectations. Higher education continues to emphasize theoretical knowledge and content delivery, whereas industry demands performance-based competencies and real-world problem-solving capabilities (Ramírez-Cedillo et al., 2025). This gap reflects a systemic misalignment that requires coordinated intervention.
To address this challenge, this study proposes the industry 5.0 learning architect Transformation Framework (I5.0-LATF) grounded in the triple helix model (Leydesdorff & Etzkowitz, 1998). The triple helix model, originally conceptualized by Etzkowitz and Leydesdorff , emphasizes dynamic collaboration and interdependence among the three sectors, moving beyond linear models of innovation toward a knowledge-based, co-creation ecosystem (Supriadi et al., 2024). This collaborative approach is particularly relevant in addressing skills gaps and enabling scalable reskilling strategies. Therefore, this study aims to develop and conceptualize a structured transformation framework that enables educators to transition into industry 5.0 learning architects through a systematic reskilling process. Specifically, the study:
• Proposes a practice-based framework grounded in a real reskilling training programme
• Integrates triple helix innovation theory with instructional design and learning theories
• Demonstrates how educators can develop industry-aligned competencies and professional positioning
