Abstract

The study aims to verify whether, from the perspective of lecturers, there have been changes with regard to Generation Z in terms of the need to diversify classes by implementing a variety of technological tools and applications to activate students. The use of technology and perceptions of artificial intelligence in the teaching process were examined. Methodology: employing a quantitative research framework, the study used a questionnaire to gather data from a sample of 789 university teachers across 27 European countries. The questionnaire probes into various facets of teaching methodologies, including preparation for active learning, utilization of teaching tools and applications. Results: the findings reveal that there has been a significant positive change in the need for technological tools and applications in the education of Generation Z, which implies the need for differentiated instructional design, activating students in it.

Recommended Citation

Ociepa-Kicińska, E., Porada-Rochoń, M., Palimąka, K., Czyżycki, R. & Veselica Celić, R. (2024). Technology Support in Educating Generation Z - A Necessity or an Opportunity?. In B. Marcinkowski, A. Przybylek, A. Jarzębowicz, N. Iivari, E. Insfran, M. Lang, H. Linger, & C. Schneider (Eds.), Harnessing Opportunities: Reshaping ISD in the post-COVID-19 and Generative AI Era (ISD2024 Proceedings). Gdańsk, Poland: University of Gdańsk. ISBN: 978-83-972632-0-8. https://doi.org/10.62036/ISD.2024.106

Paper Type

Poster

DOI

10.62036/ISD.2024.106

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Technology Support in Educating Generation Z - A Necessity or an Opportunity?

The study aims to verify whether, from the perspective of lecturers, there have been changes with regard to Generation Z in terms of the need to diversify classes by implementing a variety of technological tools and applications to activate students. The use of technology and perceptions of artificial intelligence in the teaching process were examined. Methodology: employing a quantitative research framework, the study used a questionnaire to gather data from a sample of 789 university teachers across 27 European countries. The questionnaire probes into various facets of teaching methodologies, including preparation for active learning, utilization of teaching tools and applications. Results: the findings reveal that there has been a significant positive change in the need for technological tools and applications in the education of Generation Z, which implies the need for differentiated instructional design, activating students in it.