Education 5.0 and cognitive inclusion: Cyber-Physical Perspectives on Neurodiversity in Higher Education

Abstract

This study analyzes the epistemic transition toward Education 5.0 in higher education, exploring the convergence between cyber-physical environments and neurodiversity. The general objective is to descriptively evaluate university students' perceptions regarding cognitive inclusion and disruptive technologies in the contemporary foreign language classroom. Methodologically, quantitative cross-sectional empirical research was developed through a simple random sampling in a single assessment session. The sample comprised 188 International Business undergraduate students from the Universidad Autónoma de Nayarit, enrolled in morning and evening shifts across all curricular semesters; sociodemographically, 71% corresponded to women and 29% to men. The data collection technique was a survey, administered via Google Forms, utilizing a structured Likert scale instrument composed of seven items, each configured with four response options. The results demonstrate a marked receptivity toward adaptive algorithmic tools as personalized learning environments. It is concluded that the 5.0 model promotes ethical governance and intellectual emancipation, transforming cognitive plurality into a strategic human advantage against global technical standardization within public academic institutions.