Educational Paradigm Shifts Among Generation Z University Students

Abstract

The paper focuses on the educational paradigm shifts of Generation Z university students, which can be characterized as a ‘digital generation’ growing up in an environment of intensive use of technology. One of the areas where the specificities of this generation are particularly evident is education. The aim of the paper is therefore to explore the extent to which university students belonging to Generation Z prefer digital information resources to traditional ones, and how these preferences influence their exam preparation and overall study style. Particular attention is paid to the selection and use of information sources, learning strategies and attitudes towards electronic forms of learning. The research conducted on a sample of 863 university students from Slovak republic focuses on several areas: dominant learning styles, selection and use of information resources, forms and tools of study, as well as technical devices used when working with study content. The research was guided by an attempt to answer the following research questions: Do Generation Z university students prefer new digital information resources over traditional ones? Which learning method do Generation Z university students prefer during their studies? Do Generation Z university students prefer electronic learning materials over print materials? Are there differences in preferences by year or level of study? The results have yielded several interesting insights into the current preferences of Generation Z university students. The results show that digital resources, such as articles from websites or videos on YouTube, play a complementary but not dominant role. Materials directly from teachers and their own notes remain the most used resources, indicating a strong link to traditional and proven sources. While digital tools find use, they do not serve as a primary source. The results also provide an up-to-date view of the changing educational preferences of this ‘digital generation’ and point to the importance of traditional information resources and learning styles during higher education.