<![CDATA[The advancement of Society 5.0, which integrates human-centred values with cutting-edge technology such as Artificial Intelligence (AI), the Internet of Things (IoT), and big data, demands a fundamental transformation in social studies (IPS) learning models at the elementary school teacher education (PGSD) level. This article proposes a Society 5.0-based IPS learning model designed to prepare PGSD students to become reflective, collaborative, and technologically literate educators. The model is developed through a design-based research approach incorporating five learning phases: Sensing, Thinking, Acting, Reflecting, and Sharing (STARS). The theoretical basis integrates Vygotsky’s social constructivism, Bloom’s digital taxonomy, and the 21st-century competency framework. The proposed model emphasises project-based learning rooted in real social issues, digital collaboration, and the cultivation of social values in the context of a technology-driven society. The results of theoretical review and expert validation indicate that this model is conceptually valid and contextually relevant for implementation in PGSD IPS learning. Implications for curriculum development and learning strategy renewal in the era of Society 5.0 are discussed.]]>
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