Exploring Learning Motivators of Generation Z; The Future Work Force

Abstract

Generation Z represents most of the learning community today, and the universities are faced with the challenges of designing and delivering their academic programs to meet the needs of this community. This problem has become critical given that they are, being digital natives, the future workforce and their characteristics and aspirations differ with the majority of current academic staff who belong to generations X, Y and Z. The “Technological Motivational Learning Theory (TMLT)” developed by Lopez and Abadiano (2023), presents a useful conceptual model aimed at understanding the learning style of Generation Z. However, this theory is yet to be validated and, its applicability in the context of developing nations like Sri Lanka is yet to be explored. This paper presents the findings of the first phase of a research project aimed at validating this TMLT by utilizing a qualitative investigation. Generation Z undergraduates in Sri Lanka will be taken as the population of this study. In-depth interviews consisting of both state and non-state university undergraduates of Generation Z followed by a focus group discussion with university academics belonging to previous generations (Gen X, Gen Y, Gen Z) represented the data collection process. A convenience sampling technique was employed to select 18 Generation Z undergraduates for the in-depth interviews, while purposive sampling was used to select 9 participants for the focus group discussion. Thematic analysis was utilized as the primary method for data analysis. The findings closely resembled the key dimensions presented in the said TMLT and a new motivator, ‘flexible learning’, was added to the validated model. Furthermore, the findings will allow the academic professionals, policymakers and curriculum planners to adopt effective teaching approaches that motivate the new generation of learners to their fullest potential.