Integrating experiential and problem-based learning for generation Z and alpha: A comparative study
DOI:
https://doi.org/10.71957/tbad3f97Keywords:
Experiential learning, Problem-based learning, Generation Z, Generation AlphaAbstract
This article explores the evolution of educational strategies, focusing on experiential and problem-based learning (PBL) in the context of Generation Z and Generation Alpha. Drawing from recent literature, it highlights technological advancements, learner preferences and pedagogical innovations. The discussion also reflects the influence of this literature on the author's own teaching practice at Lancaster University Management School, illustrating how experiential and problem-based approaches have been adapted to meet the expectations of Generation Z and Alpha learners.
References
Bringle, R. & Hatcher, J. (2002) ‘Campus–Community Partnerships: The Terms of Engagement’, Journal of Social Issues, 58(1), pp. 503-516. DOI: 10.1111/1540-4560.00273
Hernández-de-Menéndez, M., Escobar Díaz, C. & Morales-Menéndez, R. (2020) ‘Educational experiences with Generation Z’, International Journal on Interactive Design and Manufacturing 14(1), pp. 847–859. DOI: 10.1007/s12008-020-00674-9
Kenny, R. & Gunter, G. (2023) Enhancing problem-based learning through design thinking and storying. Cham, Schweiz: Springer. DOI: 10.1007/978-3-031-41950-8_6
Lavado-Anguera, S., Velasco-Quintana, P. & Terrón-López, M. (2024) ‘Project-based learning as an experiential pedagogical methodology in engineering education: A review of the literature’, Education Sciences, 14(6), p. 617. DOI: 10.3390/educsci14060617
Mouza, C. (2009) ‘Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration’, Teachers College Record, 111(5), pp.1195-1241. DOI: 10.1177/016146810911100
Seemiller, C., Grace, M., Campagnolo, P., Alves, I. & De Borba, G. (2019) ‘How Generation Z college students prefer to learn: A comparison of U.S. and Brazil students’, Journal of Educational Research and Practice, 9(1), pp. 349–368. DOI: 10.5590/JERAP.2019.09.1.25
Scott, K. (2017) ‘An integrative framework for problem-based learning and action learning: Promoting evidence-based design and evaluation in leadership development’, Human Resource Development Review, 16(1), pp. 3–34. DOI: 10.1177/1534484317693090
