Post-Pandemic of Covid-19 and the Need for Transforming Education 5.0 in Afghanistan Higher Education

Abstract

The study is aimed to lead the global educational transformation in Afghanistan to prepare higher education institutions for the post-pandemic of Covid-19. Today, the purpose of education has changed. Everything is just a click away; One can google the right answer. Therefore, there is an urgent need for redefining the national educational objectives and set new goals that are aligned with the new norms. The 21st-century learners are involved in an education that cooperates with their head, hearth, and hands. Thus, students should learn how to love, to be kind, and of course, to believe that the world is a joint home of all the creatures. To prepare learners with this global module of education, the study applied a qualitative approach using critical document analysis to establish an authentic understanding of the on-going paradigm-shift and provide practical potentials for Education 5.0 transformation. As a result, there are three categories of skills, namely learning skills, literacy skills, and life skills which help educational institutions to evolve towards the education 0.5. This article contributes to the post-pandemic educational settings in Afghanistan.

A Critical Evaluation of the Twelfth Grade English Language Textbook for Afghanistan High Schools

“…After scrutinizing the textbook, it is revealed that the textbook widely relies on the GMT (Grammar-Translation Method). According to Rahim (2021), in GMT, language is taught through reading and translation skills and the focus is on memorization. In the textbook, a considerable focus is given to the reading section, and after the reading, there are some activities such as fill in the blanks and comprehension questions from the text.…”

“…In the textbook, a considerable focus is given to the reading section, and after the reading, there are some activities such as fill in the blanks and comprehension questions from the text. Besides, in the GTM, colossal attention is given to grammar, but little attention is given to the use of language for communication where teaching and learning are not aligned with Education 5.0 (Rahim, 2021). In the textbook, as mentioned earlier, considerable attention is given to grammar.…”

“…Even though the learners are involved in the learning process through the activities and tasks in the textbook, the involvement of learners in teaching and learning activity through the use of GMT does not contribute to Education 5.0 and making the students communicatively competent (Rahim, 2021). Because the students are engaged in reading and memorizing the grammatical rules as these two aspects of the English language are given huge attention.…”

“…Most of the activities are designed for practicing only one skill at a time. Rahim (2021) also stated that the dominant skills of the classic curriculum of teaching and testing are reading skills, memorization skills, repetition drills, and corrections which is aligned with Education 1.0. Therefore, for designing textbooks aligned with Education 5.0, it is necessary to consider the integration of 21 st century skills (Rahim, 2021).…”

5G Joint Artificial Intelligence Technology in the Innovation and Reform of University English Education

“…Tiffany Barnes, for example, analyzed and concluded that the application of AI technology can be an effective tool to promote learning and teaching efficiency through the application of AI in computer teaching. Rahim et al explain what benefits the Internet can bring to teaching and learning [11]. It is mentioned that Internet applications not only help to improve the richness of teaching content but also help students to break through the time and space constraints and make better use of fragmented time for learning.…”