PHILILOGICAL PERSPECTIVES OF DESIGN THINKING AND ARTIFICIAL INTELLIGENCE IN THE EDUCATION 5.0-7.0 ERA

Abstract

In the era of modern education, the integration of design thinking and artificial intelligence has emerged as a transformative force, particularly in the context of the Education 5.0-7.0, which has its peculiarities. This paper searches through the intersection of these two concepts through a philological point of view, exploring their implications, synergies, and challenges. Design thinking, with its human-centered approach to problem-solving, emphasizes empathy, creativity, and iterative ideation. Artificial intelligence, on the other hand, offers unprecedented opportunities for personalized learning, data-driven decision-making, and adaptive systems. Together, they hold immense potential to revolutionize pedagogy, curriculum development, and educational technologies. The relevance of this research is determined by investigating the integration of philological perspectives, design thinking, and artificial intelligence (AI) in the evolving educational frameworks of Education 5.0 to 7.0. By combining human-centered design with advanced AI technologies, it aims to create personalized and adaptive learning experiences, enhancing student outcomes and engagement. The study provides valuable insights for policymakers and educators on developing inclusive and effective curricula, preparing students for future challenges and careers. Additionally, it contributes to the academic discourse on educational innovation, supporting global trends towards digital transformation and interdisciplinary approaches in education. This research introduces a novel interdisciplinary framework that integrates philological insights with design thinking and artificial intelligence (AI) within the context of Education 5.0 to 7.0. It pioneers the examination of linguistic and cultural dimensions in design thinking methodologies enhanced by AI, offering new perspectives on creating personalized, adaptive learning experiences. By bridging the gap between human-centered design and intelligent systems, the study proposes innovative approaches to curriculum development and pedagogy, setting a foundation for future educational innovations and contributing to the evolving academic discourse on educational technology and methodology. Drawing on insights from philology, the study of language in historical and literary contexts, this paper this article aims to explore how design thinking and artificial intelligence intersect with language acquisition, textual analysis, and cultural interpretation in education. It investigates the role of language in shaping learning environments, communication strategies, and knowledge dissemination processes in the digital age. Furthermore, it explores the ethical considerations inherent in the use of artificial intelligence in education, particularly regarding data privacy, algorithmic bias, and the preservation of linguistic diversity. It advocates for a nuanced understanding of the cultural and social dimensions of language within educational AI systems, promoting inclusivity, equity, and ethical literacy. The methodology involves a comprehensive literature review on cognitive differences, contextual elements, and recent innovations in education, academic papers, books, and articles on philology, design thinking, AI in education, and the evolution of Education 5.0 to 7.0. The analysis and practical implementation of the case studies from educational institutions implementing AI and design thinking methodologies. The ultimate goal is to contribute valuable insights to guide educational institutions in adapting to the 21st-century landscape and fostering inclusive and impactful effective learning environments. Thus, we use such methods of qualitative analysis as thematic analysis for dentifying common themes and insights from literature and case studies regarding the integration of philology, design thinking, and AI in education, content analysis for analyzing curriculum documents and educational artifacts to assess the presence and impact of design thinking and AI elements. Moreover, we use case studies of students who have successfully integrated AI and design thinking while learning foreign language, detailed examination of their implementation processes, challenges, and outcomes. Through a multidisciplinary approach that bridges education, design, artificial intelligence, and philology, this paper seeks to inform educators, researchers, and policymakers about the transformative potential of integrating design thinking and AI in education. By embracing philological perspectives, it aims to foster critical inquiry, interdisciplinary collaboration, and human-centered innovation in the Education 5.0-7.0 era.