As the world transitions from the Fourth Industrial Revolution (4IR) to the Fifth Industrial Revolution (5IR), education systems are confronted with a profound dilemma: how to leverage rapid technological advancements while ensuring ethical, inclusive, and human-centred learning. This review critically examines the global educational implications of the 5IR, highlighting the dual pressures of technological innovation and widening digital inequality. While 4IR emphasized automation, AI, and data-driven systems, the 5IR demands a rebalancing toward empathy, ethics, equity, and sustainability in educational practice and policy. Drawing on contemporary literature from 2000 to 2025, the paper explores key challenges including the digital divide, curriculum obsolescence, ethical concerns in AI integration, and governance lag. Simultaneously, it identifies transformative opportunities, such as personalized learning, global collaboration, digital inclusion strategies, and the embedding of ethical reasoning within curricula. Special attention is given to how under-resourced and marginalized communities are navigating these changes, with an emphasis on ensuring that innovation does not exacerbate educational inequity. The paper argues for a paradigm shift in global education discourse, from a focus on technological readiness to one of ethical resilience and inclusive digital empowerment. Ultimately, it calls for urgent, collaborative efforts among policymakers, educators, and global institutions to shape an education system that is not only future-ready but also socially just and human-centred.

Fifth Industrial Revolution (5IR), digital inclusion, education equity, ethical education, global education policy, human-centred learning, Fourth Industrial Revolution (4IR), AI in education, digital divide

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