Preferred sources of meaning in life amongst preservice teachers from Generation Z: an exploratory qualitative study

In emerging adulthood, especially among university students, the search for meaning in life is a significant existential concern. This study investigates whether there are differences in preferences for sources of life meaning between preservice teachers and students in other disciplines. Grounded in Schnell’s theory of sources of meaning, the study utilises Q-methodology, employing 26 statements describing sources of life meaning, with participants (n = 351) ranking them through forced sorting. Q-methodology was selected for its ability to capture subjective perspectives while allowing systematic statistical analysis. Although some statistically significant differences emerge regarding challenge, success, freedom, knowledge, love, comfort, care, and harmony, the core finding applies across Generation Z. Love, health, and freedom consistently rank highest among all groups of university students, whereas explicit religiosity, spirituality, and tradition rank lowest. These patterns reveal a distinctive value profile of young adults in a post-secular context, characterised by a strong focus on relational and autonomy-based values rather than traditional religious frameworks. This insight has important implications for teacher development and values education. Comparing results from an explicitly secular country with findings from culturally and religiously diverse nations, including traditional Catholic countries, could provide further insights into the meaning of life among younger generations.