The Effectiveness of Teacher Learning to Improve Teaching Capability in The Society 5.0 Era : an Epistemological Perspective
Year: 2025
Type: article
Abstract: The purpose of writing this article is to identify the effectiveness of teacher learning in an effort to increase teachers' abilities in teaching with the demands of learning in the Society 5.0 era by the epistemological perspective. The method used in this article is Literature or Library study. Education faced in the Society 5.0 era emphasizes the integration of technology and artificial intelligence. From an epistemological point of view, the article highlights the transformation of the concepts of knowledge and learning. The concepts of personalized learning, creativity and the use of technology are the main topics of discussion in improving teachers' abilities to facilitate learning that relate to the demands of Society 5.0 by considering the epistemological perspective. In order to improve teachers’ capabilities, they need to be continuous and sustainable professional development, with a focus on mastering technology and learning strategies that are in accordance with the new learning paradigm. Teachers are also expected to be active learners, engaging in ongoing reflection on their teaching practice. In addition, the effectiveness of learning in improving teachers' abilities in the Society 5.0 era requires a shift in the learning paradigm which is supported by the epistemological views of constructivism and empiricism, where teachers act as facilitators who encourage students to be active in constructing their own knowledge. It is hoped that the efforts described above will encourage the need to adapt to changes in the learning environment which is increasingly integrated with technology and illustrate the importance of the role of teachers as agents of learning that continues to develop.
Institutions: Universitas Indraprasta PGRI, Pakuan University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409823149