Rethinking Student Support in Education 5.0: Emerging Technologies and Computational Thinking as Forces for Transformation

Abstract

Student support in higher education has evolved from primarily face-to-face academic assistance to more structured models that integrate technology and computational thinking (CT). This study examined how emerging Education 5.0 dynamics shaped student support programs at Latin American higher education institutions between 2020 and 2024. We used a qualitative, comparative longitudinal approach and a multiple-case design to analyze institutional characteristics and strategies at the onset of the COVID-19 pandemic and in 2024. The findings indicate a shift from reactive support toward more proactive, technology-enabled approaches that aim to identify student needs, offer tailored guidance, and promote well-being. They also highlight five challenges: integrating technology into support programs; establishing effective processes for identifying and responding to students’ risk factors and needs; strengthening institutional capacity to provide personalized support; ensuring equitable and inclusive access across complex contexts; and examining the social effects of these programs through frameworks that connect technology, well-being, and equity. The study offers insights for decision-makers, university administrators, researchers, and student support professionals seeking to develop more inclusive and effective support models.