Ai Impact and Social Behavior in Learning Environments: a Proxemics-based Approach to Education 5.0 (pae 5.0)
Year: 2026
Type: article
Abstract: Purpose: The purpose of this paper is to theoretically consider how proxemics (Hall, 1966)— the study of interpersonal spatial relationships—can be applied as an analytical and design oriented approach for structuring contemporary learning environments. The research addresses the growing need to integrate human-centered spatial design with adaptive technologies in line with the principles of Education 5.0. Design/methodology/approach: The paper adopts a conceptual and design-informed research approach. It synthesizes architectural theory, environmental psychology, and proxemics theory, drawing on the works of Edward T. Hall, Bryan Lawson, and William H. Whyte. Visual and behavioral analysis of archival material from pre-digital era The Social Life of Small Urban Spaces is combined with hypothetical spatial organization concept based on PAE 5.0 framework to develop a structured vision to educational environments redevelopment strategies. The framework is illustrated through a hypothetical and conceptual design model referred to as the Co-Learning Space. Findings: The paper demonstrates that proxemics principles can be translated into measurable spatial parameters and recurring patterns that support interaction, observation, collaboration, and reflection (IOCR) in educational environments. It clarifies how spatial distance, visibility, and thresholds mediate social behavior and learning processes. These principles are illustrated through a conceptual case study—the Co-Learning Space—which integrates Education 5.0 spatial assumptions (PAE 5.0) with an AI-driven proxemics loop (AIPL) to enhance pedagogical outcomes. Research limitations/implications: The research is conceptual and does not include empirical testing in implemented learning environments. The paper is intentionally framed as a conceptual and analytical contribution, aimed at developing a transferable framework rather than reporting results from an implemented project. Further research should involve pilot projects, longitudinal observation, and mixed-method evaluation, combining sensor data with qualitative methods or behavioral studies to assess learning and organizational outcomes. Practical implications: The proposed proxemics approach provides decision-support guidance for architects, educational managers, and education planners. It can inform spatial programming, campus redevelopment strategies, and governance frameworks for adaptive learning environments, particularly where AI-supported systems are introduced. Social implications: By reinforcing physical co-presence, observation, and collective engagement, the proxemics approach contributes to improved social cohesion, and inclusive learning cultures. It supports responsible technology adoption by framing AI as an assistive rather than determinative component of educational space. Originality/value: The paper contributes an original integration of proxemics theory with Education 5.0 and adaptive spatial systems, positioning proxemics as a strategic analytical approach relevant to architecture design, education space organisation, and management studies. Its value lies in bridging human-centered design, technological mediation, and organizational governance within learning environments.
Author: Dorota Jadwiga Wiśniewska
Institution: Bydgoszcz University of Science and Technology
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7167351359