Abstract
The advent of the 5th Industrial Revolution (5IR) has brought a transformative shift to the educational landscape. The primary goal of 5IR is to address the inconsistencies observed in the preceding 4th Industrial Revolution (4IR). With a heightened emphasis on digitalization, Artificial Intelligence, automation, and the Internet of Things, there is a renewed focus on the role of humans in an era of rapid technological innovation. The impact of 5IR on Life Sciences education is particularly intriguing, prompting an exploration of the interplay between technology and humanity from the perspective of Life Sciences teachers. This research employs a mixed-method approach, incorporating both qualitative and quantitative methods. A questionnaire was used to assess the baseline knowledge related to 5IR, followed by interviews with two participants immersed in technology-rich environments, which are essential for a 5IR-aligned classroom. The findings suggest that a Life Sciences classroom integrating digitalization and humanistic approaches aligns with 5IR standards. In the context of 5IR pedagogy, the focus is on the teacher and learner, with technology serving as a complementary tool to enhance the learning experience. The study reveals varying degrees of understanding and application among participants regarding the coexistence of human and technological elements in their teaching practices. These findings highlight the challenges and opportunities teachers face as they navigate the evolving educational landscape. Grounded in connectivism as its theoretical framework, the research has implications for educational policymakers, curriculum developers, and teacher training programs, emphasizing the need for targeted interventions to align teaching practices with the demands of the 5IR. Ultimately, this study contributes to the ongoing discourse on the interdependence of humanity and technology in Life Sciences education within the framework of the 5IR.