Environment and Social Psychology

Teaching strategies and activities across all disciplines that appeal to Gen-Z learners

Anesito L. Cutillas

College of Arts & Sciences & Education, CTU Argao Campus, Argao, Cebu, 6021, Philippines

Enrique E. Balili, Jr.

Southern Leyte State University-Tomas Oppus Campus, Tomas Oppus, Southern Leyte, 6605, Philippines

Evangeline C. Rellin

College of Arts & Sciences & Education, CTU Argao Campus, Argao, Cebu, 6021, Philippines

Ma Judiana S. Pangandoyon

College of Arts & Sciences & Education, CTU Argao Campus, Argao, Cebu, 6021, Philippines

DOI: https://doi.org/10.59429/esp.v10i6.3176

Keywords: Gen-Z learners; teaching strategies; teaching activities; higher education

---

Abstract

Generation Z (Gen-Z), born between 1997 and 2012, is a cohort marked by their deep immersion in digital technology and the internet from a young age, often referred to as “digital natives.” Growing up with smartphones, social media, and constant access to information, they are highly tech-savvy and accustomed to navigating a world where communication and digital tools are ubiquitous. This study explored the preferred teaching strategies and activities of Gen-Z college students in relation to studying and classroom interaction. College students (n=15) from Central Visayas, Philippines were purposively sampled to be interviewed about their experiences and perceptions of different teaching strategies. The findings reveal that Gen-Z learners prefer teaching strategies and activities that emphasize collaboration, interactive learning, and gamification. Students favored group discussions, project-based tasks, and community events, which encourage teamwork and provide diverse perspectives. The integration of technology, such as Google Classroom, online quizzes, and social media platforms like Instagram and TikTok, was also highly valued for creating engaging and relatable learning experiences. Gamified elements, such as leveling-up systems and team competitions, were appreciated for motivating learners and enhancing participation. These strategies, focused on collaboration, technology use, and interactive activities, align with the preferences of Gen-Z learners, encouraging a dynamic and engaging learning environment. Teachers should prioritize the integration of peer feedback, discussions, and competitive challenges into their instructional strategies to not only motivate students but also enhance their overall learning experiences. Encouraging students to engage in discussions—whether in small groups or as a whole class—creates a platform for dialogue, which helps students articulate their ideas, develop critical thinking skills, and gain exposure to diverse viewpoints. These discussions also encouraged students to actively participate in the learning process, making the content more meaningful and interactive.

---

References

[1]. 1.Anita, N., Rosli, R., Sham, A., & Halim, L. (2021). Mathematics Teachers’ Practices of STEM Education: A Systematic Literature review. European Journal of Educational Research, 10(3), 1541–1559. https://doi.org/10.12973/eu-jer.10.3.1541

[2]. 2.Arora, S., Dubey, V., & Vyas, S. (2020). Study of work values of Gen Z students. International Journal of Technology and Globalisation, 8(3/4), 240. https://doi.org/10.1504/ijtg.2020.112179

[3]. 3.Wilson, A. L. (2024). Examining the Digital Literacy Competencies and Practices of Generation Z Employees in Higher Education (Doctoral dissertation, University of Texas at Tyler).

[4]. 4.Miranda, C., EdD. (2020, April 24). Generation Z: Re-thinking Teaching and Learning Strategies. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/teaching-and-learning/generation-z-re-thinking-teaching-and-learning-strategies/

[5]. 5.Ceneciro, N. C., Estoque, N. M. R., & Chavez, N. J. V. (2023). Analysis of debate skills to the learners’ confidence and anxiety in the use of the English language in academic engagements. Journal of Namibian Studies History Politics Culture, 33, 4544–4569. https://doi.org/10.59670/jns.v33i.2812

[6]. 6.Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086

[7]. 7.Bucoy, R. M., Enumerabellon, K. M., Amilhamja, A. J., Sisnorio, C. B., Manalo, R., Chavez, J. V., Sabbaha, N. A., & Albani, S. E. (2024). Knowledge deficits and analysis on comprehension of teachers on their common legal rights as teachers. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2559

[8]. 8.Kalkhurst, Dillon, (2018). Engaging Gen Z students and learners. PearsonEd.com, March 12, 2018. https://www.pearsoned.com/engaging-gen-z-students/

[9]. 9.Afshar, M. A., Jafari, A., Heshmati, F., Movahedzadeh, F., & Cherif, A. H. (2019). Instructional Strategies for Motivating and Engraining Generation Z Students in Their Own Learning Process.CORE.https://core.ac.uk/outputs/234642362/?utm_source=pdf&utm_medium=ba nner&utm_ca mpaign=pdf-decoration-v1

[10]. 10.Hernández-de-Menéndez, M., Escobar Díaz, C. A., & Morales-Menéndez, R. (2020). Educational experiences with Generation Z. International Journal on Interactive Design and Manufacturing, 14(3), 847–859. https://doi.org/10.1007/s12008-020-00674-9

[11]. 11.Savellon, K. I. S., Asiri, M. S., & Chavez, J. V. (2024). Public speaking woes of academic leaders: resources and alternative ways to improve speaking with audience. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2871

[12]. 12.Yee, T. Y., & Yoon, M. T. (2018). Evaluation of cooperative learning: does it enhance learning among the gen z learners? International Conference on Education. https://doi.org/10.17501/icedu.2018.4104

[13]. 13.Seemiller, C., & Grace, M. (2016). Generation Z goes to college. Jossey-Bass.

[14]. 14.Chicioreanu, T. D., & Amza, C. G. (2018). Adapting your teaching to accommodate the net generation/y-generation of learners. eLearning and Software for Education, 3, 13–20. https://doi.org/10.12753/2066-026x-18-143

[15]. 15.Saxena, M., & Mishra, D. K. (2021). Gamification and Gen Z in higher education. International Journal of Information and Communication Technology Education, 17(4), 1–22. https://doi.org/10.4018/ijicte.20211001.oa10

[16]. 16.Mauristhene, D. (2020). The experiences of millennials as university administrative staff. https://doi.org/10.17760/d20361066

[17]. 17.Höfrová, A., Balidemaj, V., & Small, M. A. (2024). A systematic literature review of education for Generation Alpha. Discover Education, 3(1). https://doi.org/10.1007/s44217-024- 00218-3

[18]. 18.Rahman, M. S., Islam, R., Rana, M. M., Spitzhorn, L., Rahman, M. S., Adjaye, J., & Asaduzzaman, S. M. (2019). Characterization of burn wound healing gel prepared from human amniotic membrane and Aloe vera extract. BMC Complementary and Alternative Medicine, 19(1). https://doi.org/10.1186/s12906-019-2525-5

[19]. 19.He, X., Chen, P., Wu, J., & Dong, Z. (2021). Deep Learning-Based teaching Strategies of ideological and political courses under the background of Educational Psychology. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.731166

[20]. 20.Seibert, S. A. (2020). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85–88. https://doi.org/10.1016/j.teln.2020.09.002

[21]. 21.Calzada KP. D. Anti-dependency teaching strategy for innovation in the age of AI among technology-based students. Environment and Social Psychology 2024; 9(8): 3026. doi: 10.59429/esp.v9i8.3026

[22]. 22.Inoferio, H. V., Espartero, M., Asiri, M., Damin, M., & Chavez, J. V. (2024). Coping with math anxiety and lack of confidence through AI-assisted Learning. Environment and Social Psychology, 9(5). https://doi.org/10.54517/esp.v9i5.2228

[23]. 23.Chan, V., Malik, N. I. S. B. A., & Chun, C. C. E. (2020). Educating Gen-Z: Developing a teaching and learning ecosystem in a 21st century learning. International Journal of Creative Multimedia, 1(1), 168–182. https://doi.org/10.33093/ijcm.2020.1.x1.14

[24]. 24.De Leon, A., Jumalon, R., Chavez, J., Kairan, M., Abbas, K., Radjuni, A., Kadil, H., Sahirul, J., Tantalie, E., Hussin, A., Amlih, M., & Albani, S. (2024). Analysis on the implementation of inclusive classroom: perception on compliances and obstructions of selected public- school teachers. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2537

[25]. 25.Shorey, S., Chan, V., Rajendran, P., & Ang, E. (2021). Learning styles, preferences and needs of generation Z healthcare students: Scoping review. Nurse Education in Practice, 57, 103247. https://doi.org/10.1016/j.nepr.2021.103247

[26]. 26.Biswas, T. (2021). Letting Teach: Gen Z as Socio-Political Educators in an Overheated world. Frontiers in Political Science, 3. https://doi.org/10.3389/fpos.2021.641609

[27]. 27.Schwieger, D., & Ladwig, C. (2018). Reaching and retaining the next generation: Adapting to the expectations of Gen Z in the classroom. Information Systems Education Journal, 16(3), 45.

[28]. 28.Cickovska, E. (2020). Understanding and teaching Gen Z in higher education. Horizons-International Scientific Journal, 26(3), 275-290.

[29]. 29.Chavez, J. V., Adalia, H. G., & Alberto, J. P. (2023). Parental support strategies and motivation in aiding their children learn the English language. In Forum for Linguistic Studies, 5(2), 1541-1541.

[30]. 30.Chavez JV, Ceneciro CC. (2024). Discourse analysis on same-sex relationship through the lens of religious and social belief systems. Environment and Social Psychology 2024; 9(1): 1912. doi: 10.54517/esp.v9i1.1912

[31]. 31.Chavez, J. V., & Del Prado, R. T. (2023). Discourse analysis on online gender-based humor: Markers of normalization, tolerance, and lens of inequality. Forum for Linguistic Studies, 5(1), 55-71.

[32]. 32.Chavez, J. V., Anuddin, F. O., Mansul, H. H., Hawari, N. A., Irilis, F. B., Umaron, A. A., ... & Albani, S. E. (2024). Analyzing impacts of campus journalism on student’s grammar consciousness and confidence in writing engagements. Environment and Social Psychology, 9(7).

[33]. 33.Stebbins, R. A. (2001). What is exploration. Exploratory research in the social sciences, 48, 2-17.

[34]. 34.Polit, D. F. (2008). Nursing research: Generating and assessing evidence for nursing practice. Lippin cott.

[35]. 35.Szabelska, A., Pollet, T. V., Dujols, O., Klein, R. A., & IJzerman, H. (2021). A tutorial for exploratory research: An eight-step approach.

[36]. 36.Happell, B., & Gough, K. (2007). Undergraduate nursing students’ attitudes towards mental health nursing: Determining the influencing factors. Contemporary Nurse, 25(1-2), 72-81.

[37]. 37.Asika, N. (2004). Research methodology: A process approach. Mukugamu & Brothers Enterprises, Lagos.

[38]. 38.Hunter, D., McCallum, J., & Howes, D. (2019). Defining exploratory-descriptive qualitative (EDQ) research and considering its application to healthcare. Journal of Nursing and Health Care, 4(1).

[39]. 39.Olawale, S. R., Chinagozi, O. G., & Joe, O. N. (2023). Exploratory research design in management science: A review of literature on conduct and application. International Journal of Research and Innovation in Social Science, 7(4), 1384-1395.

[40]. 40.Rai, N., & Thapa, B. (2015). A study on purposive sampling method in research. Kathmandu: Kathmandu School of Law, 5(1), 8-15.

[41]. 41.Barratt, M. J., & Lenton, S. (2015). Representativeness of online purposive sampling with Australian cannabis cultivators. International Journal of Drug Policy, 26(3), 323-326.

[42]. 42.Barratt, M. J., Ferris, J. A., & Lenton, S. (2015). Hidden populations, online purposive sampling, and external validity: Taking off the blindfold. Field methods, 27(1), 3-21.

[43]. 43.Bernard, H. R. (2017). Research methods in anthropology: Qualitative and quantitative approaches. Rowman & Littlefield.

[44]. 44.Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.

[45]. 45.Alshenqeeti, H. (2014). Interviewing as a data collection method: A critical review. English linguistics research, 3(1), 39-45.

[46]. 46.Monday, T. U. (2020). Impacts of interview as research instrument of data collection in social sciences. Journal of Digital Art & Humanities, 1(1), 15-24.

[47]. 47.Naz, N., Gulab, F., & Aslam, M. (2022). Development of qualitative semi-structured interview guide for case study research. Competitive Social Science Research Journal, 3(2), 42-52.

[48]. 48.Hoyle, R. H., Harris, M. J., & Judd, C. M. (2002). Research Methods in Social Relations. London: Thomson Learning. Inc. UK.

[49]. 49.Galletta, A. (2013). Mastering the semi-structured interview and beyond: From research design to analysis and publication. New York University Press.

[50]. 50.Hardon, A., Hodgkin, C., & Fresle, D. (2004). How to investigate the use of medicines by consumers. In How to investigate the use of medicines by consumers (pp. 89-89).

[51]. 51.Rubin, H. J., & Rubin, I. S. (2011). Qualitative interviewing: The art of hearing data. Sage.

[52]. 52.Bolderston, A. (2012). Conducting a research interview. Journal of medical imaging and radiation sciences, 43(1), 66-76.

[53]. 53.Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College.

[54]. 54.Ng, C. K., & White, P. (2005). Qualitative research design and approaches in radiography. Radiography, 11(3), 217-225.

[55]. 55.Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

[56]. 56.Castillo-Montoya, M. (2016). Preparing for interview research: The interview protocol refinement framework. Qualitative report, 21(5).

[57]. 57.Benlahcene, A., & Ramdani, A. (2020). The process of qualitative interview: Practical insights for novice researchers. European Proceedings of Social and Behavioural Sciences, 406-413.

[58]. 58.Elhami, A., & Khoshnevisan, B. (2022). Conducting an Interview in Qualitative Research: The Modus Operandi. Mextesol Journal, 46(1).

[59]. 59.Luo, L., & Wildemuth, B. M. (2009). Semistructured interviews. Applications of social research methods to questions in information and library science, 232.

[60]. 60.Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association. APA Handbook of Research Methods in Psychology, 2, 57-71.

[61]. 61.Chavez, J. V., & Cuilan, J. T. (2023). Gender mainstreaming campaign as a casualty of the online gender-based humor: A discourse analysis. Environment and Social Psychology, 9(2).

[62]. 62.Braun, V., Clarke, V., Hayfield, N., Davey, L., & Jenkinson, E. (2023). Doing reflexive thematic analysis. In Supporting research in counselling and psychotherapy: Qualitative, quantitative, and mixed methods research (pp. 19-38). Cham: Springer International Publishing.

[63]. 63.Terry, G., & Hayfield, N. (2020). Reflexive thematic analysis. In Handbook of qualitative research in education (pp. 430-441). Edward Elgar Publishing.

[64]. 64.Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

[65]. 65.Prensky, M. (2001). Digital Natives, Digital Immigrants. In On The Horizon. https://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

[66]. 66.Schukei, A. (2023, March 27). What You Need to Understand About Generation Z Students. The Art of Education University. https://theartofeducation.edu/2020/12/what-you-need-to- understand-about-generation-z-students/

[67]. 67.Espartero MM, Caldaza KPD, Prado RTD. Analyzing the level of interest of high school students in solving mathematical problems in themodular and face-to-face learning. Environment and Social Psychology 2024; 9(4): 2167. doi: 10.54517/esp.v9i4.2167

[68]. 68.Mohr, K. A., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning environment. Journal on Empowering Teaching Excellence, 1(1), 9. Retrieved from https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1005&context=jete

[69]. 69.Seemiller, C., & Megan, G. (2017). Generation Z: Educating and Engaging the Next Generation of Students. (2017). Sage Journal, 22(3), 21–26. doi: https://doi.org/10.1002/abc.21293

[70]. 70.Nicholas, A. J. (2020). Preferred Learning Methods of Generation Z. https://digitalcommons.salve.edu/fac_staff_pub/74

[71]. 71.Sackstein, Starr (2019). Always Remember to Ignite Imagination When Creating Learning Experiences. Education Week, January 3, 2019 4:32 AM.