Generation Z’s Perception of Knowledge and Learning in the Context of Formal and Informal Education

This paper examines Generation Z’s perceptions of knowledge and learning within the context of formal and informal education. The study is part of a broader research initiative which focuses on digital services and related issues among Generation Z. Using a quantitative research approach, the data for the study was collected through a structured survey distributed among university students. The analysis examines the perceived value of knowledge in business and the concept of lifelong learning (LLL) as perceived by Generation Z. Statistical methods, including the Mann-Whitney U test and Kruskal-Wallis one-way analysis of variance, were employed to test hypotheses related to gender differences and preferences for formal versus informal education. The results indicate no significant differences between genders or educational preferences regarding the value of knowledge or the acknowledgment of lifelong learning (LLL) as a valid concept. The findings suggest that Generation Z equally values both formal and informal learning in personal and professional contexts. These insights can help educators and businesses better understand the evolving attitudes toward education among younger generations.