This study interrogates opportunities available for the robust Education 5.0 curriculum design and the challenges encountered in its implementation with a view to proffering strategies for its smooth take-off and sustainable growth, development and success. The Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MHTEISTD) is rolling out this curriculum innovation in its institutions in an effort to meet the current industrial needs of the Zimbabwean upper-middle-income economy. This paper also evaluates the state of preparedness by different stakeholders in embracing the philosophy. A phenomenological research design and a qualitative method were adopted and used in executing this study. A total of 12 lecturers from one teacher's college and one university in Matabeleland South Province were purposively sampled and data were generated through semi-structured questionnaires and interviews. The study participants acknowledged that tertiary education institutions are faced with an acute shortage of material, financial, technological and human resources to adequately implement Education 5.0. Based on these acute shortages, lecturers indicated their lack of preparedness in implementing the curriculum innovation. Participants however indicated that the nature of the heritage-based framework has great potential to transform the Zimbabwean economy to an upper-middle income by 2030, its greatest strength being its ability to stimulate learner creativity for the invention and adoption of new and relevant technologies in local environments. Technological innovations have resulted in the establishment of mini industries (innovation hubs) at various institutions of higher learning. The study recommends that the government of Zimbabwe through relevant ministries provides the necessary resources and adequately capacitates the human resource to curb the implementation hurdle and successfully implement the noble curriculum reform.