This article explores the detailed impact of Education 5.0 on pedagogical relationships in Tunisian primary schools. Using a mixed-method approach combining a quantitative survey of 127 teachers, qualitative classroom observations, and semi-structured interviews, the study highlights the benefits and challenges of integrating digital tools into primary education. The findings reveal that the thoughtful use of digital tools, such as artificial intelligence and collaborative platforms, significantly improves the teacher–student relationship, encourages interaction and cooperation among students, and enables effective individualization of learning. However, the transition to Education 5.0 faces major obstacles, particularly in terms of digital infrastructure, adequate teacher training, and institutional support. The article concludes with practical recommendations to ensure an inclusive, equitable, and sustainable implementation of Education 5.0 in Tunisia.