Teaching the Digital Natives: Examining the Learning Needs and Preferences of Gen Z Learners in Higher Education

Generation Z (Gen Z), those born between 1997 and 2012, are currently studying at the universities. As "digital natives," they have distinct characteristics compared to the previous Millennial Generation known as Generation Y (1981 - 1996). Research indicates that Gen Z are different in terms of creativity, verbal abilities, attention to others and the environment, motivation and the frequent usage of internet. In addition, studies have identified both positive and alarming changes in their behavior, attitude and lifestyle. In education, Generation Z learners’ ability to access and transmit information quickly has significantly impacted their preferred mode of learning. Their learning is defined by speed, nonlinear processing, effective use of technology, multitasking, individualism, and personalized performance. Although they are digital natives, Gen Z learners may lack strategic skills to maximize technology for career planning. It is a challenge for teachers, who are digital immigrants and mostly from Gen X or Y, to instruct and motivate them. This study aims to investigate the characteristics, learning preferences of first-year Gen Z students at the British University in Egypt regardless of their specialization. Through surveys and quantitative and qualitative analysis of both students’ and faculty members’ perspectives, the study seeks to examine the unique learning characteristics of Gen Z students and identify the teaching practices that optimize their engagement and academic success. The findings would provide valuable guidance to educators in higher education by investigating how technology and learning environments affect students’ learning.