In the recent years, fast developments and improvements in technology and
the evolving learning needs of the students have led to significant transformation in education. Generation Z, commonly defined as individuals born from mid-1990s to early 2010s, represents the first generation to have grown up with the pervasiveness of social media and digital technology (Twenge, 2021). This generation is very proficient in using digital tools and prefer learning styles that involves interactive activities and real-life applications (Seemiller & Grace, 2021). As digital natives, they prefer interactive and multimedia learning settings, such as videos, simulations, and online platforms that provide immediate feedback and learning engagement (Prensky, 2021; Twenge, 2021). As a result of constant exposure to digital stimuli, Gen-Z learners continuously develop short attention spans, which necessitate extremely engaging information to keep their attention. Visual learning is very effective for Gen - Z learners because they are more perceptive to images and videos rather than typical text-heavy materials. Additionally, collaborative learning is highly favored, with Gen - Z flourishing in environments that encourage social group interactions (Seemiller & Grace, 2022). They also prefer self-directed learning, utilizing online resources to explore class subjects independently (Prensky, 2021). Another essential factor is the need for instant feedback, since it allows them to improve educational experiences (Wang et al., 2023). They also benefit from different learning approaches, such as gamification and interactive learning activities that stimulate their interests (Twenge, 2021). Gen - Z learners find great motivation from learning experiences that have practical applications to real-life situations. Then, in order to accommodate more of their learning needs and schedules, they prefer flexible learning environments such as online courses with asynchronous setting (Prensky, 2021). However, there are many educational approaches that still rely on traditional methods that may demotivate students to learn (Smith & Brown, 2020; Johnson et al., 2021). According to Prensky (2020), traditional teaching methods, such as lecture methods do not entirely fit well to the learning preferences of Generation Z students. These learners like to engage themselves in hands-on activities, technology-driven, and interactive. In this manner, previous research shows that new and innovative teaching methods are highly needed to enhance students’ learning engagement (Wang et al., 2023). Moreover, this study aims to address the lack of effective strategies of educators for adapting new teaching methods to address the diverse learning styles of Generation Z students. Also, this study aims to know the effective strategies that can engage Gen-Z learners, develop their educational experiences, and improve learning outcomes. Although there is a growing body of research on education technology, there is still limited insight into how these learning strategies can be used to meet the different learning needs of Gen-Z students (Lee & Patel, 2023). 2
The primary objectives of this study are to identify and evaluate the new teaching strategies that will meet the unique learning needs of the students. This study will assess if these strategies can improve learning participation and outcomes. In doing so, it will attempt to give practical suggestions for teachers to improve their teaching strategies and better assist the learners (Nguyen & Zhang, 2024). Engaging Generation Z learners is significant in creating a more inclusive learning environment. In this sense, the findings of this study will guide teachers in developing learning practices that are better aligned with the preferences of this new generation of learners.
2.0 Theoretical and Empirical Background
These theoretical perspectives provide a strong framework for understanding the appropriate pedagogy in catering the different learning needs of Gen-Z learners, giving ideas into the innovative strategies for teaching.
Constructivist Theory. The Constructivist Theory is a learning method that focuses
on how learners actively construct or make their own knowledge and understanding of the world through their own personal experiences or experimentation. According to Smith and Rogers (2021), pointed out that learners do not merely receive ideas passively but instead engage in environmental interactions and experiences to build their own cognitive structures. This idea is similar to constructing a house, where each learner brings their various experiences and unique ideas as the foundation, continuously modifying their knowledge incrementally as they experience new information. In this matter, Constructivist Theory fits well in the teaching-learning process of the Generation Z (Gen-Z) learners who are very known for their technological skills and literacy as well as having diverse learning styles. According to Brown and Green (2022), it is important to use constructivism approach as the means of developing teaching pedagogy to fit the differences in students’ learning styles. This means designing classroom settings that allow students to practice, choose topics that are of interest to them, and interact with peers, all of these are factors that support the principles of constructivism. In this way, teachers can better meet the learning needs of Gen-Z students through implementing Developmentally Appropriate Instructional Strategies that require less traditional and more participation. Constructivist approach should be incorporated more into teaching-learning process instead of using the traditional lecture-based format with the use of technologies, collaborative projects, and problem-solving activities that focus on real- life situations. All these strategies enhance the quality of learning processes and satisfy the multiple need of Gen-Z students. In using constructivist approaches, the teachers can greatly help the students develop their understanding in manners that incorporate their individual unique perspectives and preferences. Furthermore, Constructivist Theory has received substantial empirical support in recent years, proving its importance in educational processes. Researchers emphasized that the use of constructivist approaches enhances students’ learning interest and comprehension. For example, Johnson et al., (2021) found out that students who are exposed to constructivist learning approaches showed great improvements on problem-solving skills and mastery of learning content as compared to those students exposed to traditional lecture-based learning. This aligns with the 3
theory’s premise that learners acquire knowledge properly when involved in activities that allows them to ponder on the events encountered.
Multimodal Learning Theory. The theory of multimodal learning indicates that
students learn more effectively when multiple modes or methods are employed together during the teaching-learning processes. Learners learn better through visual (seeing images or diagrams), auditory (listening to discussions or lessons), reading or writing (engaging with the text), and kinesthetic (hands-on activities). When these diverse learning methods are utilized, learners can easily process and retain information more efficiently (Ilhan & Oruc, 2020). Also, this theory emphasizes that learners have different preferences of learning modes, but the most effective learning experience comes with the combination of several modes. For example, combining visual and auditory information can greatly enhance retention and understanding of information (Moreno & Mayer, 2022). In the recent years, researchers have significantly stressed the importance of multimodal approach particularly on technology facilitated education. In this way, learners can access different modes of information, from videos and podcasts to interactive simulations, through using digital tools and platforms (Li & Ren, 2021). Generation Z, often referred to as “digital natives”, is well-suited for multimodal way of learning. Born in the multimedia age, this generation is proficient in switching from one media platform to another very quickly. They can mentally process inputs or information from different sources simultaneously, which makes them very receptive to multimodal learning strategies (Tsai & Chen, 2024). Furthermore, Walker and Leary (2024) pointed out that teachers must be able to introduce lessons that incorporate learning through the use of visual, auditory, reading/writing, and kinesthetic activities for Gen-Z learners. For instance, a science lesson might start with video presentation (visual), followed by a class discussion (auditory), then reading a related story or print material (reading/writing), and finishing on a hands-on activity (kinesthetic). This combination helps learners to understand information better and motivate them to be engaged in the learning processes. In this sense, technology is an integral part for multimodal learning because it makes education more personalized and rich. Learners can connect with the material in ways that makes learning more engaging and enjoyable (Scherer, Siddiq, & Tondeur, 2023). As education evolves over time, the ideas from Multimodal Learning Theory will be useful in developing effective strategies and suitable learning materials for the learners (Walker & Leary, 2024).
Digital Natives Theory. Digital Natives Theory was introduced by Marc Prensky in 2001. It depicts a group of people who have been born and brought up with computer technology and are very familiar in using it. Digital Natives are also different from “Digital Immigrants”, who had to learn technology later in life. This led Prensky to brought up an idea that Digital Natives think and learn differently because they depend on technology in everything they do (Prensky, 2001). Recent studies have built more ideas on Prensky’s theory, emphasizing how Digital Natives, particularly Gen-Z, utilize technology for learning. Most of the learners find it easier to study or learn an information with the help of applications, online videos, games or other multimedia content rather than the traditional way of learning classes or books. This generation prefer fast, immediate feedback, and 4
learning environments that are accommodating and technology-oriented (Bennett &
Maton, 2020). Furthermore, digital natives are known as “multitasker”, they can easily switch different digital learning platforms. However, frequent switching between different tasks can sometimes lead to shorter attention spans and lesser patience. In this manner, teachers have to be aware of these situations when creating lessons, because traditional style of learning is not effective for this type of learner (Kirschner & De Bruyckere, 2020). According to Bennett & Maton (2020), teachers should be able to integrate more digital tools and interactive technologies when teaching Gen-Z learners. For example, teachers can use online platfroms that provide immediate feedback and interactive learning which can engage learners to better understand information rather than traditional methods of teaching. In addition, learners are prominent in multitasking. Lessons can be created in short varied activities that will cater the students’ desire to have short burst of information. For example, splitting lengthy topics into smaller subtopics with diagrams or simple interactive tests can help maintain their attention and improve understanding (Kirschner & De Bruyckere, 2020). Hence, it is essential to also consider the diversity in Gen-Z’s digital skills. Not all learners have the same level of readiness, willingness, and access to technology. Thus, it is crucial for teachers to provide learners different study intervention to make sure that all of the learners can receive equal attention and support needed to succeed a technology-enhanced learning environment (Lohnes Watulak et al., 2021).
3.0 Research Questions
This study sought to answer the following questions:
1. How does the use of digital tools by Generation Z students affect teacher’s ability to engage them and support their learning? 2. Which teaching methods work best to help Generation Z students understand and remember information? 3. How does incorporating interactive technology in the classroom influence Generation Z students’ motivation and performance? 4. What challenges do teachers face when adjusting their teaching methods for Generation Z, and how can they solve these problems? 5. How does facilitating collaborative learning with technology (such as group projects and online discussions) impact students’ social skills and academic growth?
