Abstract

This paper proposes Learning 3.0, a phenomenological-systemic model that reconceptualizes learning as the recursive evolution of awareness rather than mere knowledge acquisition. Building upon the historical trajectory from Learning 1.0 (transmission-based instruction) to Learning 2.0 (constructivist meaning-making), this framework advances a third paradigm wherein learning emerges as a self-organizing system integrating perception, emotion, cognition, and embodied action through continuous feedback loops. Drawing from phenomenology (Husserl, Merleau-Ponty, van Manen), systems thinking (Bateson, Meadows), second-order cybernetics (Maturana & Varela), and enactive cognition (Varela, Thompson, & Rosch), the study introduces the M5 Learning Model—a framework comprising five interrelated layers of awareness: Immersive, Memory, Meta, Moving, and Open. Each layer represents a distinct yet interdependent feedback process through which learners not only integrate knowledge but fundamentally transform their perceptual and interpretive capacities. The model bridges human and artificial learning by positioning both as adaptive feedback systems while emphasizing awareness as the uniquely human dimension that confers meaning, value, and ethical orientation. While acknowledging potential Western cultural biases in privileging contemplative consciousness, the framework addresses critical perspectives on power, ideology, and situated learning. This theoretical contribution establishes conceptual foundations for empirical investigation and practical application, addressing contemporary challenges in education, human-AI co-learning systems, and the cultivation of adaptive intelligence in an age of accelerating technological and social change.