For Gen Z: Don't Just Follow Instructions

Generation Z, otherwise known as Gen Z, is the generation born between 1995 and 2012, following the Millennials. These individuals have grown up in the world of the Internet, smartphone and social media. As a result, Gen Z is constantly plugged in to the virtual world and are possibly (debatable) more technologically savvy than any of the generations before them. They are also more diverse and politically conscious than any other generation.

Consider this…

The Need for Engagement: Gen Z is characterised as having a strong desire for engagement and interactive learning. This means that simply teaching them by providing instructions and expecting them to follow them is not enough. Instead, educators must make use of interactive teaching methods that involve storytelling, role-playing, and activities. Or so I thought…

Performance and Creativity: Engaging Gen Z students in interactive learning activities encourages them to think critically, be creative, and develop problem-solving skills. This type of teaching also allows them to develop their own ideas and opinions, as well as to understand how to apply them in the real world.

Supporting Needy Students: It is also important to note that engaging Gen Z students can also be beneficial for those with learning disabilities or other special needs. Interactive teaching methods can help these students to better understand and apply the information presented to them.

Encouraging Innovative Thinking: Engaging Gen Z students in interactive learning can also help to encourage their innovative thinking. While it is indispensable to provide students with the necessary tools to succeed, it is also vital to provide them with the opportunity to think for themselves and come up with creative solutions to problems.

Reaping the Rewards of Engagement: The rewards of engaging Gen Z students in interactive learning activities can be seen in the form of improved performance, creativity, and critical thinking skills. Additionally, these activities can help Gen Z students to better understand their ideas and opinions and how to apply them in the real world. All of these benefits can be seen in the form of greater success in school and the workplace.

Engaging Gen Z students in interactive learning activities should therefore be a top priority for educators. This type of teaching not only encourages innovative thinking, but it also helps to provide students with the necessary tools to succeed in school and in the workplace. By engaging Gen Z students, educators can ensure that they are getting the most out of their learning experience and are better prepared to face the world as they enter adulthood.

So why don’t we do this then?

I have been teaching for nearly 20 years across a number of different universities. I have had the pleasure of engaging with students from first year to postgraduate and executive MBA. In the last few years, I have noticed a significant change in the approach taken by many of the students I meet. I don't know whether this is in any way linked to the restrictions caused by the COVID-19 pandemic, or in some way whether it is related to the way in which individuals are assessed during their time between the ages of 15 and 18. I recall a great YouTube talk by the late Ken Robinson, and I am reminded of his analogy of innovation and creativity when linked to what a child could do with a paperclip. His talk basically suggests that education has become a factory, removing the opportunity for innovation and creativity. My concern at this time is that, given the number of students going to higher education, higher education is also becoming a factory, producing graduates on an annual cycle.

The students I have met in the last few years appear to have lost focus; they appear to have lost their rationale for attending university in the first place. It is fair to say that there is a significant number of people coming to university now who are not driven by excitement or a willingness to learn about a chosen subject. Instead, they are being driven to university based on a promise or expectation of a fast car, a high-paying job, or status that will come with a guaranteed first-class or higher second-class degree qualification. In many respects, they do not seem to care what the degree is about; they appear to be almost entirely focused on the assessment with little regard for why they are being assessed.

they appear to be almost entirely focused on the assessment with little regard for why they are being assessed.