ANOTHER academic year has commenced, but is everyone aware of what generation of stakeholders populates most of our schools today?
If we were to arrange these generations of people into a triangle, the base would undoubtedly consist of Generation Z/Zoomers (1997–2012) — who are currently in tertiary education or pursuing graduate studies — and Generation Alpha (2013–2024), who make up the basic education bracket. The middle section of the triangle would be composed of millennials/Generation Y (1981–1996), who serve as senior teachers or junior professors, alongside Generation X (1965–1980), who are mostly senior professors. At the very top of the triangle, we find the now-rare Baby Boomers (1946–1964), who typically serve as school owners, top administrators, consultants, board members, or are simply awaiting retirement.
There is a plethora of literature born out of research and comprehensive studies that scientifically explain each generation through multiple disciplines, such as psychology, sociology and education. Cross-comparisons of these generations, based on various experimental studies, can also be found across numerous literatures. These studies point out how each generation differs in workplace behavior, relationship dynamics, personal preferences and lifestyle choices.
Focusing on Gen Z and Gen Alpha — the vast majority filling our educational institutions — only a thin line separates them from a technological perspective. Both are described as pure digital natives who are highly at ease with technology and possess a natural ability to access vast bodies of information. Whether in the process of classroom learning or socializing, tech-mediated activities are their preferred mode of engagement. In contrast, millennials are described as true digital migrants, a flexible generation that transitioned from analog devices to digital tools.
Generally, Gen Z and Gen Alpha prefer highly interactive educational content. They learn most effectively through gamified activities; artificial intelligence-powered platforms are far more interesting to them than traditional textbooks and standard classrooms.
Based on numerous studies, these two youngest groups are commonly described as preferring digital communication over face-to-face interaction. They are also known to have shorter attention spans when engaging with traditional media. Furthermore, they are frequently stereotyped as having lower stress tolerance and a higher demand for instant gratification. It is within these groups that mental health issues have become increasingly prevalent. They are also sometimes described as entitled generations that is prone to questioning challenging tasks handed to them.
Many educators, drawing from experience and observation, affirm that behavioral issues in schools often arise from these very traits, which have become almost inherent in these younger generations. Unfortunately, these traits are sometimes used as excuses for behavioral offenses. Needless to say, an enormous amount of time is spent yearly addressing the innumerable behavioral cases that have become increasingly ubiquitous in modern school life.
These last two generations have grown up in an environment where stringent minor-protection laws and policies have been established, reflecting modern societal demands for rights and inclusion. While these measures were designed to counter the abusive practices of the past, the pendulum has unfortunately swung heavily toward overprotection. I am not certain if progressive educators are correct in asserting that the discipline and accountability traditionally imparted to students must be redefined to align with the needs of modern-day students and remain relevant in today’s diverse, globalized world.
Should the authoritarian and hierarchical approaches to teaching discipline and accountability be overhauled to suit a generation exposed to rights and entitlements, one that is often perceived as naturally fragile and oversensitive?
Regardless of these shifts, there are aspects of a learning institution that cannot be subjected to generational labels. Values and graduate attributes pertaining to the moral and ethical formation of students are immutable. They transcend generations; they were essential in the past, and they remain indispensable in the present and future. As cited in an article from the Legacy Traditional Schools online journal, titled “Traditional Education and Traditional Values: Why They Still Matter in Today’s Classrooms:”
“What are traditional values in education? Traditional values focus on respect, discipline, responsibility, honesty and perseverance. The reason for traditional values is that they help students build character. They also give them a sense of purpose while learning and introduce structure into their daily routine.”
The insights of modern educational philosophy, highly adaptive pedagogies backed by research, and the use of the most advanced versions of AI will continue to evolve rapidly to meet the needs of Gen Z and Gen Alpha. However, the virtues and traits that students must possess, as highlighted above, will always remain unchanged, regardless of which generation walks through our doors in the future.
Fr. Jesus “Jay” Miranda Jr., OP, is an organization and leadership studies resource person. He teaches at the Graduate School of the University of Santo Tomas and the Department of Educational Leadership and Management of the Bro. Andrew Gonzalez, FSC-College of Education of De La Salle University-Manila.
jaymiranda.op@ust.edu.ph
jmmiranda@letranbataan.edu.ph
