Educating Generation Z: Adapting Humanistic Teaching in Blended Learning Environment
This study explores the adaptation of humanistic teaching principles in a blended learning environment to cater to the needs and preferences of Generation Z students. Generation Z, the cohort born between the mid-1990s and early 2010s, has grown up in a technologically advanced world and possesses u...
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Springer Science and Business Media Deutschland GmbH
2025
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| author | Philip A. |
| author2 | 56946400100 |
| author_facet | 56946400100 Philip A. |
| author_sort | Philip A. |
| building | UNITEN Library |
| collection | Institutional Repository |
| content_provider | Universiti Tenaga Nasional |
| content_source | UNITEN Institutional Repository |
| continent | Asia |
| country | Malaysia |
| description | This study explores the adaptation of humanistic teaching principles in a blended learning environment to cater to the needs and preferences of Generation Z students. Generation Z, the cohort born between the mid-1990s and early 2010s, has grown up in a technologically advanced world and possesses unique characteristics and learning preferences. Blended learning, which combines face-to-face instruction with online learning, offers opportunities to incorporate humanistic teaching approaches and leverage technological tools to enhance the learning experience. The research objectives include identifying effective ways to integrate technology in supporting humanistic teaching for Generation Z students and examining students? perceptions of their experiences in such an environment. A qualitative research design is employed, incorporating interviews and video reflections to gather data from randomly selected students. The findings reveal that integrating technology in the classroom can foster meaningful connections between educators and students, promote active learning, facilitate collaboration, and cater to individual students? learning abilities. Students? perspectives indicate a positive reception to the integration of humanistic teaching principles in a blended learning environment, emphasizing the importance of autonomy, self-reflection, and personal growth. This study highlights the potential of adapting humanistic teaching approaches in blended learning to effectively educate Generation Z students and provides insights for educators seeking to enhance student-centeredness and engagement in the digital age. ? The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024. |
| format | Article |
| id | my.uniten.dspace-36867 |
| institution | Universiti Tenaga Nasional |
| publishDate | 2025 |
| publisher | Springer Science and Business Media Deutschland GmbH |
| record_format | dspace |
| spelling | my.uniten.dspace-368672025-03-03T15:45:20Z Educating Generation Z: Adapting Humanistic Teaching in Blended Learning Environment Philip A. 56946400100 This study explores the adaptation of humanistic teaching principles in a blended learning environment to cater to the needs and preferences of Generation Z students. Generation Z, the cohort born between the mid-1990s and early 2010s, has grown up in a technologically advanced world and possesses unique characteristics and learning preferences. Blended learning, which combines face-to-face instruction with online learning, offers opportunities to incorporate humanistic teaching approaches and leverage technological tools to enhance the learning experience. The research objectives include identifying effective ways to integrate technology in supporting humanistic teaching for Generation Z students and examining students? perceptions of their experiences in such an environment. A qualitative research design is employed, incorporating interviews and video reflections to gather data from randomly selected students. The findings reveal that integrating technology in the classroom can foster meaningful connections between educators and students, promote active learning, facilitate collaboration, and cater to individual students? learning abilities. Students? perspectives indicate a positive reception to the integration of humanistic teaching principles in a blended learning environment, emphasizing the importance of autonomy, self-reflection, and personal growth. This study highlights the potential of adapting humanistic teaching approaches in blended learning to effectively educate Generation Z students and provides insights for educators seeking to enhance student-centeredness and engagement in the digital age. ? The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024. Final 2025-03-03T07:45:20Z 2025-03-03T07:45:20Z 2024 Article 10.1007/978-981-97-4507-4_54 2-s2.0-85217926037 https://www.scopus.com/inward/record.uri?eid=2-s2.0-85217926037&doi=10.1007%2f978-981-97-4507-4_54&partnerID=40&md5=72be67a4a7f1fd9f3ed9bdd49faacd51 https://irepository.uniten.edu.my/handle/123456789/36867 2024 499 510 Springer Science and Business Media Deutschland GmbH Scopus |
| spellingShingle | Philip A. Educating Generation Z: Adapting Humanistic Teaching in Blended Learning Environment |
| title | Educating Generation Z: Adapting Humanistic Teaching in Blended Learning Environment |
| title_full | Educating Generation Z: Adapting Humanistic Teaching in Blended Learning Environment |
| title_fullStr | Educating Generation Z: Adapting Humanistic Teaching in Blended Learning Environment |
| title_full_unstemmed | Educating Generation Z: Adapting Humanistic Teaching in Blended Learning Environment |
| title_short | Educating Generation Z: Adapting Humanistic Teaching in Blended Learning Environment |
| title_sort | educating generation z: adapting humanistic teaching in blended learning environment |
| url_provider | http://dspace.uniten.edu.my/ |