The 21st century is unimaginable without media and information flow, and children who are currently learning have a different approach to learning and learning tools than their teachers or parents (Bakonis, 2014). These young people are already entering universities today. In recent decades, the world has focused on integrating information technologies into educational curricula to adapt to the changing technological world. Schools are being equipped with computers and software to engage students and make it easier for them to complete their assignments. However, the use of technology alone is not enough to ensure proper and high-quality teaching and learning. The changes are rapid and significant.

The concept of Education 5.0 is related to a new approach to education that reflects the changes emerging alongside the concepts of Industry 5.0 and Society 5.0. This educational paradigm emphasizes the rapid penetration of new technologies into all areas of human life. The result of this penetration is the collaboration between humans and advanced technologies to streamline learning processes and meet the changing needs of society and the labor market. The authors highlight the following aspects: personalized learning, the ability to work with technologies and data, sustainability, resilience, and social responsibility (Supriya et al., 2024; Vitanova, 2023; Sharareh et al., 2024; Yuliana, 2025). Education 5.0 encompasses various dimensions, including the ability to adapt to uncertainty, critical thinking, problem solving, creativity, and collaboration. This paradigm promotes higher-level thinking skills such as analysis, evaluation, and creation. It can be said that technological literacy is as important to today's students and teachers as reading, writing, and arithmetic were 150 years ago.

Technological literacy encompasses three interrelated dimensions: knowledge, ways of thinking and acting, and skills. The promotion of technological literacy characterises the characteristics of an organisation that provides its members with the necessary resources and knowledge required to work with information technologies (Kot, 2022). According to Kot (2022) today's working environment becomes very stressful due to the rapidly changing information and communication technologies (ICT) used in the work process.

According Ng (2019) some of the most important cognitive skills in the 21st century is information processing, i.e., data interpretation and data analysis (identifying, collecting, processing, and using relevant data to make decisions); critical, creative, and analytical thinking; problem-solving skills; scientific investigation; design thinking, creativity and innovation; computational thinking and ICT. In summary, this set of competencies is needed in our current and future lives and careers.

Education 4.0 and Education 5.0 are examples of the penetration of technology into the field of education. Thanks to technology, university intranet systems are being created. They enable students and teachers to collaborate in the virtual document management and learning environments of a particular university. Each university has its own virtual communication, document management, and learning environments, which can be described as specific virtual subcultures that are characteristic of a particular university.  This creates new opportunities and new challenges. Communication can be fast and remote. The student community is a rapidly changing community, with new first-year students joining every year. They need to integrate into the community and use the community's virtual information systems.  Summarising the insights of various authors, it can be said that Education 4.0 and Education 5.0 are characterised by technological change, which influences students' and teachers' activities and attitudes towards technology-based learning. Therefore, it is important to observe and study the human factor.

Aim: to reveal the attitudes of international students towards activities (adaptation) in the virtual communication and learning environment of a specialised university as a subculture.

In this case, the selected research group is international students. What challenges do they face? When working with international students, we have already noticed certain problems. Therefore, it is appropriate to discuss them, identify them and look for solutions by combining available technical capabilities, teachers' attitudes and students' attitudes. Research methods: This research employs the analysis of scientific literature, qualitative research, and case study. It is based on theoretical positions that highlight constructivist attitudes (Vygotsky's Sociocultural Theory), educational environments conducive to student empowerment in the distance learning system, the prerequisites for the emergence of deep learning, the specificity of modern learning and higher education, and constructivism, which describes learning as a process of seeking knowledge, i.e., a process of combining specialised information sources (Barnett, 1999; Juceviciene et. al., 2010; Butrime, Zuzeviciute, 2014) and adult learning theory (Petty, 2006) based on needs and interests, useful learning materials, life-related situations, and learning-enhancing environments, and the theory of waves of social development (Toffler, 1981).

This study concludes that a portion of international first-year students requires tailored assistance to initiate effective use of the university intranet, communication channels, document management tools, and the virtual learning environment. Variability in prior digital experience materially affects the pace and quality of adoption of institutional technologies. Students frequently default to external platforms with which they are more familiar, a behavior that reveals substantive gaps in technological literacy and computational thinking competencies. Human factors further influence technology-mediated learning. While some students prioritize traditional, face-to-face modes of interaction, others prefer remote participation. Practices established during the pandemic have been institutionalized to a degree, enabling students who arrive late for legitimate reasons to participate in lectures remotely. Anticipated outcomes of targeted interventions include accelerated onboarding, increased engagement with institutional platforms, improved digital competency profiles, and more equitable access to instruction through well-structured hybrid options. Implications for practice include the development of comprehensive onboarding frameworks, integration of transferable digital literacy and computational thinking modules into first-year curricula, and refinement of hybrid participation policies to ensure both flexibility and academic rigor. Implications for research include examining causal pathways between prior digital experience and platform adoption, evaluating the efficacy of tiered literacy interventions, and assessing the long-term effects of hybrid participation on learning outcomes, sense of belonging, and academic persistence.

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