Can we really teach the Generation Z? Opportunities and Challenges at Secondary Level

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Erişen Y., Bavlı B.

QUALITATIVE RESEARCH JOURNAL, cilt.25, ss.1-17, 2024 (ESCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 25
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1108/qrj-03-2024-0060
  • Dergi Adı: QUALITATIVE RESEARCH JOURNAL
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, ABI/INFORM
  • Sayfa Sayıları: ss.1-17
  • Yıldız Teknik Üniversitesi Adresli: Evet

Özet

 The digital era has had a profound impact on all aspects of society, particularly on the digital generation - individuals who were born and raised during this era of rapid scientific and technological advancements. Referred to as Gen Z, this generation differs from previous generations, such as Generation X and Generation Y, in terms of their lifestyles and individual and social expectations. Failing to comprehend the unique lifestyles and expectations of Gen Z could pose significant challenges when making decisions that affect their lives. This study employs transcendental phenomenology (TPh) and in-depth one-on-one interviews to examine the experiences and interpretations of high school students, specifically Gen Z, regarding formal educational practices. The study sheds light on Gen Z's expectations for their teachers, curriculum, school administration, and School Counselling Service (SCS). The findings have important implications for Gen Z and offer recommendations for policy and practice.