Teaching Generation Z: Methodological problems and their possible solutions

The focus of the article is on the younger generation of today, which is referred to as Generation Z. The theoretical grounding is based on the Strauss-Howe Generational Theory. The paper discusses lack of motivation to study efficiently and looks into the reasons for misunderstanding which often arises among students and teachers born a few generations earlier. Analysis proves the significance of the difference in values and worldview influenced by various venues, circumstances and surroundings that are unique for each generation. Online games, computerisation, communication via text messages and inability to read the context are mentioned among the features of Generation Z. Difference in the attitude to work and studies is explained with the continuous ‘information noise’ and special hypertextual perception of reality that influences the personal and social life of Generation Z representatives. The article suggests a number of steps to optimise the teaching process with the coming generation of students.

Authors
Editors
-
Publisher
Peoples Friendship University of Russia
Number of issue
4
Language
English
Pages
25-38
Status
Published
Department
-
Link
-
Number
-
Volume
1
Year
2017
Organizations
  • 1 Peoples’ Friendship University of Russia
Keywords
context reading; computerisation; fan fiction; Generation Z; hypertext; motivation; text messages; theory of generations
Date of creation
18.11.2020
Date of change
18.11.2020
Short link
https://repository.rudn.ru/en/records/article/record/71126/