Generation Z and digital learning: preference or assumption? A narrative synthesis of contemporary literature
DOI:
https://doi.org/10.47408/jldhe.vi39.1682Keywords:
Gen Z, learning preferences, digital curricula, higher educationAbstract
Generation (Gen) Z represents the first cohort to have grown up with continuous access to digital technology, making it the first ‘always-connected’ generation. Its very presence challenges traditional pedagogical models and calls for a rethinking of how knowledge is accessed, delivered and co-created in Higher Education Institution (HEI) spaces. Meeting the expectations and addressing the needs of the Gen Z learner lie at the heart of contemporary educational provision. This narrative synthesis critically examines contemporary literature regarding Gen Z learning preferences, focusing on how technology supports the learning environment. The findings highlight that Gen Z learners are highly responsive to multimedia technologies in the educational setting and demonstrate a clear preference for learning environments which strike a balance between independent learning and meaningful interpersonal interaction. These findings offer some empirical insights and pose some important considerations for HEI educators.
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