Grasping generational perspectives and expectations

by Gerrit Bester

As the landscape of higher education continues to evolve, it becomes crucial for lecturers to reflect on and understand the diverse perspectives and expectations of different generations, from Gen X and Millennials to Gen Z and the emerging Gen Alpha. This was the core message of a discussion, titled Bridging Generations in Higher Education: Strategies for a Future-Ready Classroom.

Led by Pria Panu, Business Manager at Gradlinc, during the Faculty of Arts and Design’s Learning and Teaching Conversations on 21 July, this discussion offered valuable food for thought for educators aiming to adapt their approaches to meet the needs of a multi-generational student body.

In her presentation, Panu shed light on the characteristics and needs of Gen Z, the generation that constitutes most current university students. She described them as being “influenced by influencers,” individuals who consume information very quickly, having grown up immersed in technology, and demand instant feedback.

Gen Z generally refers to the demographic group born roughly between the mid-1990s and the early 2010s, most commonly from around 1997 to 2012.

Panu highlighted that this generation is exceptionally intelligent; they have clear expectations for what they want their futures to look like and are confident that they do not need to follow the same work patterns as their parents.

She outlined at least eight key expectations that Gen Z students have of academia: a diverse and inclusive learning environment (otherwise they simply disengage!), real-world relevance, approachability and relatability, authenticity, tech-enabled teaching, interactive and collaborative learning, frequent and constructive feedback and flexibility, alongside mental health support.

“Given the information overload, they expect their learning environment to support their mental health,” Panu added.

But how can academia effectively bridge this gap? Panu proposed several strategic initiatives: nurturing soft skills and competencies; fostering entrepreneurship and innovation; strengthening industry collaboration and promoting global citizenship and intercultural understanding, given their global connectedness.

Furthermore, she suggested that academic institutions should advance digital literacy and profiling; emphasise cross-disciplinary education; improve practical skills and experiential learning; prioritise personal and professional development; embrace inclusivity and diversity; develop mentorship programmes and invest in career counselling and guidance.

Panu emphasised that this generation requires psychological safety and expects it to be present in all aspects of their lives.

She also recommended that academics start considering the needs of Gen Alpha, who are the next generation entering university after Gen Z. Gen Alpha refers to the demographic cohort born after Gen Z, typically from 2010 up to 2025.

This implies that new programmes being designed now need to consider this generation that will occupy first-year classes from around 2029, which is closer than one might think.

Panu highlighted that this generation will have high communication needs and will expect technologically driven learning environments, personalised learning pathways, gamification, immersive learning experiences and wellness and mental health strategies.

She added that they are similar than Gen Z and will have the same expectations, just with more vigour.

When asked for advice to curriculum developers, she responded that “it’s not about overhauling everything we offer, but rather about starting to integrate more technology within an interactive learning environment.”

·         Gradlinc, a two-year-old startup initiative by Stellenbosch University, serves three primary functions: first, as a comprehensive career management platform for universities – including state, private and TVET institutions –helping career offices efficiently manage student databases and track job placements; second, as an advertising platform for employers of all sizes seeking to recruit students and graduates; and third, as a resource for all South African students, providing job opportunities, skills development courses and leadership programmes to facilitate seamless workplace transitions.

To access the Gradlinc annual report, click on here

Pria Panu, Business Manager at Gradlinc.