As educators and scholars navigating a rapidly evolving higher education landscape, we are deeply invested in understanding how Generation Z (Gen Z) undergraduate learners engage and flourish in their learning environments. Over the past several years, both the literature and practitioner experience have highlighted a growing disconnect between traditional educational practices and the expectations Gen Z students bring to the classroom. This paper responds to that gap by synthesizing existing research to develop practitioner-informed guidance for instructional designers and faculty seeking to better support this generation of learners.
The perspectives shared throughout this paper are shaped by our professional roles within higher education, where we work closely with faculty and undergraduate students in instructional design, teaching, and faculty development contexts. Our experiences are grounded in large, public research institutions serving diverse student populations across multiple disciplines and modalities, including face-to-face, hybrid, and fully online environments. While our observations are not intended to be universally generalizable, they provide a contextual lens through which the literature is interpreted and applied.
Rather than positioning ourselves as neutral observers, we adopt a dual lens that integrates insights from the literature with patterns observed in practice. This approach allows us to examine how research findings manifest in real instructional contexts and to translate those findings into actionable considerations for educators. Throughout the paper, the literature both informs and is interpreted through practitioner experience, shaping how we analyze and present key themes.
This review is guided by four interconnected questions that examine the relationship between Gen Z learners and contemporary higher education pedagogy.
First, what are the defining characteristics and learning preferences of Gen Z undergraduate students, and how have these been shaped by their digital environments and experiences during the COVID-19 pandemic? Understanding these characteristics is foundational to designing learning environments that are both responsive and effective.
Second, what factors contribute to engagement and disengagement in higher education settings, and how should engagement be understood in the context of Gen Z learners? In this paper, engagement is positioned not as a fixed trait, but as a condition shaped by instructional design, institutional context, and student experience.
Third, how do innovative teaching pedagogies such as social media integration, gamification, generative AI, active learning, collaborative problem-solving, and flipped classrooms align with Gen Z learning preferences and support meaningful participation? These approaches reflect a broader shift toward learner-centered, technology-enhanced instruction.
Finally, what are the barriers and facilitators influencing faculty adoption of innovative pedagogies, and what role do institutional support and faculty development play in shaping effective teaching practices? This question centers on the role of educators as they navigate evolving expectations, institutional constraints, and changing pedagogical norms.
Gen Z undergraduates have grown up immersed in technology, with smartphones, social media, and high-speed internet shaping not only their daily lives but also their educational expectations (Seemiller & Grace, 2016; Twenge, 2017). In the literature, Gen Z is often described as “digital natives,” a term originally introduced by Prensky (2001) to describe learners who have grown up immersed in digital technologies. This generation has developed within a hyperconnected world saturated with smartphones, social media, and high-speed internet, shaping not only how they communicate and access information but also how they approach learning (Barnes & Noble College, 2016; Hampton et al., 2020; Hernandez-de-Menendez et al., 2020; Huss, 2023). While these characteristics are commonly identified in the literature, it is important to recognize that Gen Z undergraduate learners are not a monolithic group. Their preferences and behaviors vary across institutional, cultural, and individual contexts, and should be interpreted as tendencies rather than universal traits.
Yet, despite their fluency in digital communication and their comfort with consumer-facing technologies, Gen Z undergraduate learners often struggle to navigate deeper computing tasks. While their ease with digital platforms gives the impression of high digital fluency, research cautions against assuming proficiency in critical digital literacies or complex computing tasks (García-Morales et al., 2021; Reid et al., 2023). Gen Z undergraduate learners require intentional guidance and structured digital literacy education to engage deeply and effectively with digital tools. Technology plays a central, yet complex, role in this engagement. Research cautions that, despite being labeled digital natives, many Gen Z undergraduate students may not possess advanced critical digital literacy skills (Reid et al., 2023).
Many Gen Z students enter higher education shaped by prior educational experiences that have often emphasized structure and standardized instruction, which may influence their readiness for self-directed learning (Hernandez-de-Menendez et al., 2020; Seemiller & Grace, 2016). Consequently, they may exhibit a lack of motivation when confronted with self-directed learning. Their upbringing within a culture of instant access and digital connectivity has been associated with expectations for on-demand and personalized learning experiences (Hampton et al., 2020; Szymkowiak et al., 2021). While Gen Z values autonomy and the ability to learn at their own pace, research suggests they engage most deeply when independent preparation is paired with collaborative and applied learning experiences. They thrive in educational experiences that mirror their daily digital interactions, valuing tools such as simulations, virtual reality, podcasts, and game-based learning (Hernandez-de-Menendez et al., 2020; Szymkowiak et al., 2021). However, their shortened attention spans, estimated between 7 and 10 minutes, and discomfort with passive or lecture-based instruction present challenges for traditional pedagogies, reflecting broader shifts in attention and information consumption associated with growing up in highly digital environments (Hampton et al., 2020; Huss, 2023; Szymkowiak et al., 2021; Twenge, 2017).
Gen Z undergraduate learners exhibit a strong preference for engaging, interactive, and technology-rich learning environments that are hands-on and collaborative (Barnes & Noble College, 2016; Hampton et al., 2020; Seemiller & Grace, 2016). In addition, they seek flexibility, mental health support, and educational approaches that allow them to co-create content, learn independently, and connect personally to their studies (García-Morales et al., 2021; Hill, 2023). Many of these preferences also align with principles of adult learning theory, which emphasize autonomy, relevance, and self-directed engagement in the learning process (Knowles et al., 2015).
Importantly, Gen Z’s desire for autonomy does not eliminate the need for collaboration. Rather, the literature suggests that this generation responds best to learning environments that combine self-directed preparation with structured opportunities for collaborative problem-solving and application (Alkhatib, 2022; Hernandez-de-Menendez et al., 2020; Seemiller & Grace, 2016).
Across the literature, several defining characteristics of Gen Z undergraduate learners emerge that shape how they engage in higher education. First, they demonstrate a strong preference for immediacy and relevance, gravitating toward content that clearly connects to real-world applications. Second, they expect personalization and flexibility, shaped by experiences with on-demand digital environments. Third, while often labeled as digital natives, they exhibit uneven digital literacy, requiring structured support to engage critically with technology. Fourth, they value both autonomy and collaboration, preferring learning environments that combine independent preparation with interactive, applied experiences. Finally, they are particularly sensitive to cognitive overload and competing demands, which can influence their capacity to sustain attention and engagement. These characteristics provide an organizing framework that guides the analysis of engagement, pedagogy, and instructional practice throughout this paper.
As Gen Z undergraduates graduate from higher education and enter the workforce, their unique values, learning experiences, and expectations present both challenges and opportunities for employers and institutions. Research suggests that many Gen Z employees tend to prioritize flexibility, technological integration, and meaningful work over traditional notions of career stability or hierarchy (Mahesh et al., 2021; Pichler et al., 2021).
“Educational institutions need to change sooner rather than later to accommodate not only the skills required by the changing environment, but also by the changing expectations of Gen Z of professional, technical, social, and other interpersonal skills” (Mahesh et al., 2021, p. 120).
Studies indicate that many individuals within this cohort are interested in balancing career success with personal well-being and social responsibility, often valuing autonomy, collaboration through digital tools, and alignment between organizational practices and personal values (Deloitte, 2019).
However, these expectations may clash with established workplace norms, potentially creating a disconnect between some Gen Z employees and employers. Emerging research suggests that some Gen Z undergraduate students question the value of higher education, particularly when their degree path does not clearly align with tangible career outcomes, which may contribute to diminished engagement in fields perceived as less directly connected to workforce needs (Mahesh et al., 2021). This shifting perspective on career and education has implications for workplace readiness. Employer reports suggest that some Gen Z workers may face challenges related to professional adaptability, interpersonal communication, and sustained engagement, which may be associated with preferences for instant feedback, digital communication, and highly customized environments (Rahman et al., 2024). In some cases, reluctance to engage in rigid or highly structured organizational cultures may be interpreted by employers as a lack of work ethic or unwillingness to learn. Additionally, some studies suggest that preferences for digital communication and reduced visibility, shaped in part by remote learning experiences, may create tension in workplaces that rely on in-person and team-based collaboration (Deloitte, 2019; Pichler et al., 2021). As Mahesh et al. (2021) argue, some Gen Z learners increasingly perceive education and career as distinct, and at times misaligned, which may contribute to frustration when institutions do not offer applied learning opportunities or clearly defined career pathways.
Research consistently shows that Gen Z undergraduate students respond most positively to learning environments that are interactive, practical, and deeply integrated with technology. Mohr and Mohr (2017) note that this generation prefers active, hands-on experiences over traditional lecture formats, while Rajabion (2018) and Chicca and Shellenbarger (2018) emphasize their need for structure, immediate feedback, and opportunities for real-world application. These findings highlight a pressing need for faculty to reconsider what constitutes effective teaching and to embrace more innovative pedagogies that meet students' needs and expectations.
In the literature and practice of higher education, the term “innovative teaching” is often broadly applied to instructional approaches that move beyond traditional lecture-based methods. Too frequently, innovation in the classroom is reduced to any instructional method that deviates from lectures. While faculty may experiment with new tools or strategies, these attempts are often one-time efforts rather than sustained, reflective practices. As we have observed, many instructors continue to rely on approaches that previously served them well, even as they watch their students disengage. This gap between instructional tradition and learner expectation reflects a broader tension within higher education, one that will only grow if institutions do not adapt intentionally and systematically.
Innovative teaching pedagogies should not be viewed as isolated techniques or trendy add-ons. Many of the approaches now described as “innovative,” such as active learning, collaborative problem-solving, and experiential activities, have long been advocated in higher education research as strategies that promote deeper student engagement and participation (Bonwell & Eison, 1991). Instead, they represent a shift toward student-centered, technology-enhanced, and adaptive instructional design. These pedagogies prioritize relevance, interactivity, and collaboration, enabling students to take an active role in their learning while developing transferable skills. When implemented with purpose and consistency, innovative teaching pedagogies can offer scalable, high-impact alternatives to the traditional lecture. Failure to adapt instructional approaches may contribute to misalignment between teaching practices and student expectations, potentially leading to decreased engagement (Schwieger & Ladwig, 2018).
Effective innovative teaching pedagogies are not one-size-fits-all but are instead responsive frameworks that can be customized across disciplines and modalities. Approaches such as social media integration, gamification, artificial intelligence tools, flipped classrooms, collaborative problem-solving, and active learning strategies are increasingly viewed as central to student-centered and technology-enhanced learning environments that support engagement and deeper learning (Bonwell & Eison, 1991; Freeman et al., 2014). Chicca and Shellenbarger (2018) further stress the importance of creating emotionally supportive and socially relevant spaces.
Rather than evaluating these pedagogies as isolated instructional strategies, this paper examines them through the lens of the defining characteristics of Gen Z undergraduate learners identified earlier. Specifically, we consider how each approach aligns with students’ preferences for immediacy and relevance, personalization and flexibility, multimodal engagement, and opportunities for both autonomy and collaboration. This framework allows for a more cohesive analysis of how pedagogical choices influence engagement, moving beyond description toward a more integrated understanding of instructional effectiveness.
The following sections will explore several of these pedagogies in greater depth. While each pedagogy offers unique benefits, they are united by a shared goal: to move beyond passive content delivery and foster educational experiences that are dynamic, inclusive, and aligned with the values and preferences of today’s learners. In doing so, institutions and instructors position themselves not only to better support Gen Z undergraduates but to shape the future of higher education itself.
Aligned with Gen Z’s preference for visual, fast-paced, and participatory content, Gen Z’s relationship with social media is fundamentally different from that of previous generations, both in how they consume information and how they expect to engage with it (Vizcaya-Moreno & Perez-Canaveras, 2020). Unlike Baby Boomers, Gen X, or even Millennials, Gen Z gravitates toward platforms like TikTok, Snapchat, and Instagram, where content is short-form, visually dynamic, and often driven by entertainment, personalization, and participation. This shift has significant implications for teaching and learning. As Pogue (2022) notes, TikTok is no longer just a social networking site but now functions as a primary search engine for Gen Z. Research suggests that Gen Z learners increasingly rely on visually driven, short-form, and algorithmically curated content when accessing information, reflecting broader shifts in digital consumption patterns (Szymkowiak et al., 2021; Hernandez-de-Menendez et al., 2020). These patterns suggest that many Gen Z learners are drawn to learning experiences that are fast-paced, interactive, and visually engaging (Szymkowiak et al., 2021; Hernandez-de-Menendez et al., 2020).
Social media is not just a tool for communication or marketing; it is a viable pedagogical strategy when used intentionally. Gen Z undergraduate students respond positively to digital environments that mirror the platforms they already navigate daily. Vizcaya-Moreno and Perez-Canaveras (2020) found that Gen Z undergraduate nursing students strongly preferred videos, infographics, and interactive digital content over traditional lecture notes or text-heavy materials. Social media platforms naturally support this preference by offering tools for quick video production, interactive polls, group collaboration, and multimodal storytelling. These affordances, when used purposefully in the classroom, can deepen student engagement, support peer-to-peer learning, and provide real-time feedback.
Social media also serves as a natural space for collaboration and content co-creation. From class-based Instagram accounts to TikTok assignments or hashtag-based reflections, educators can meet students where they are while encouraging the development of communication, creativity, and digital literacy. In higher education, institutions that actively use social media not only as a marketing tool but as an extension of learning report higher levels of student satisfaction and engagement. Simbolon and Yanti (2021) found that social media marketing and e-service quality were significant predictors of e-satisfaction and student engagement in higher education contexts, reinforcing the idea that Gen Z undergraduates expect their learning environments to be as interactive and responsive as their digital lives.
That said, using social media as a pedagogical tool requires more than simply incorporating platforms into a syllabus. It demands critical consideration of how content is framed, how students are encouraged to participate, and how issues such as privacy, digital well-being, and attention management are addressed. When done well, social media not only enhances engagement but also cultivates skills in content curation, digital communication, and media literacy, all critical competencies for Gen Z undergraduate learners navigating a complex information landscape.
Gamification aligns with Gen Z's preference for immediacy and feedback but may contribute to cognitive overload if overused. It has emerged as a potentially powerful pedagogical strategy for engaging Gen Z undergraduate students. Research indicates that Gen Z undergraduate learners, shaped by their constant exposure to digital environments, respond positively to learning methods that are interactive, visually stimulating, and feedback-oriented (Saxena & Mishra, 2021). Compared to traditional learning approaches, gamification is seen as more appealing and effective in enhancing both cognitive and behavioral engagement, particularly because it provides real-time feedback and opportunities for problem-solving and collaboration (Ding et al., 2017). In gamified environments, students are more likely to participate, initiate discussions, and engage deeply with course content, suggesting its value in supporting motivation and retention (Chicca & Shellenbarger, 2018; Ding et al., 2017).
Research indicates that many Gen Z undergraduate students demonstrate a preference for interactive and feedback-rich learning environments (Saxena & Mishra, 2021; Chicca & Shellenbarger, 2018). Gamified learning meets these expectations by offering “snackable” (Saxena & Mishra, 2021, p. 16) structured activities that incorporate competition, practical application, and autonomy, characteristics that foster stronger attention and deeper learning (Saxena & Mishra, 2021). For example, virtual simulations and trading games have been shown to help students practice complex concepts in low-risk settings, resulting in greater enthusiasm and perceived learning (Ding et al., 2017). These benefits align with Gen Z’s broader learning preferences, which favor experiences that are hands-on, visually rich, and technologically integrated (Chicca & Shellenbarger, 2018).
Despite its advantages, gamification presents several challenges that can make faculty hesitant to adopt it. Many instructors we have worked with, particularly those from earlier generations, may find gamification overwhelming due to the perceived time, cost, and learning curve involved in designing and maintaining these experiences. Developing high-quality gamified content often requires significant planning and technical skill, which can detract from instructional time and content coverage, especially in disciplines that don’t naturally lend themselves to interactive or competitive formats. Additionally, institutional infrastructure may not always support the consistent updating, troubleshooting, and scalability needed to maintain gamification tools over time.
For faculty willing to explore this approach, even small-scale gamified elements, such as low-stakes quizzes with point systems or digital badges for task completion, can enhance classroom engagement without requiring complex redesign. As Saxena and Mishra (2021) argue, gamification does not need to be extravagant to be effective; it simply needs to provide students with relevant, stimulating, and well-structured opportunities to interact with course material. With adequate institutional support, connection with instructional designers, and careful alignment with learning goals, gamification offers a meaningful way to adapt pedagogy for a generation that thrives on connection, challenge, and immediacy.
The rise of generative AI aligns with Gen Z’s expectation for personalization and on-demand learning, creating both opportunity and uncertainty in the classroom. Tools like ChatGPT, GitHub Copilot, and other large language model–based applications are transforming how students engage with course content and how instructors design assignments. Gen Z undergraduates, accustomed to digital platforms and on-demand information, are especially poised to adopt these tools as everyday academic routines. Emerging research suggests that many Gen Z undergraduate students are inclined to adopt AI tools to support learning and productivity (Liberman, 2024; Chan & Lee, 2023).
The adoption of generative AI in the classroom reveals a clear generational divide. Faculty often approach generative AI tools with caution, expressing concerns about academic integrity, overreliance on automation, and the potential erosion of critical thinking and traditional learning processes (Chan & Lee, 2023). Chan and Lee (2023) confirm this generational tension, noting that while Gen Z undergraduate students are optimistic about AI’s potential to enhance productivity and learning, many of their instructors remain hesitant, citing ethical concerns, overreliance on automation, and the erosion of traditional pedagogy. This disconnect can lead some educators to avoid integrating AI altogether, thereby limiting opportunities to model responsibility and critical use of the technology.
Meanwhile, students frequently adopt AI informally, using it as a shortcut or workaround when traditional assignments feel misaligned with their skills, interests, or time constraints. In some cases, faculty perceive this use as academic dishonesty. However, as Mollick (2024) argues, these tools are less a replacement for learning and more a redefinition of it. One of his students put it plainly: “Why raise your hand in class when you can ask ChatGPT a question?” (Mollick, 2024, p. 173). This observation signals a shift in authority and immediacy in the classroom, where students increasingly expect information to be on-demand, interactive, and tailored to the learner.
To respond effectively, faculty must move beyond fear and intentionally integrate AI into their course design. Liberman (2024) argues that AI tools can serve as artificial tutors and brainstorming partners, offering pathways for self-directed learning while still promoting critical thinking. When used intentionally, AI can support personalized instruction, generate customized assessments, and offer immediate feedback, features that are especially valuable to Gen Z undergraduate learners. Similarly, Mollick (2024) emphasizes the power of AI as a co-creator in the learning process, capable of helping educators design simulations, active learning experiences, and even creative assignments that align with course goals (p. 174).
Bridging the generational divide, therefore, requires clarity rather than resistance. Rahman et al. (2024) expand on this potential by advocating for intergenerational collaboration and continuous feedback loops in AI-integrated classrooms. They emphasize that bridging the generational divide is not only possible but necessary and that students benefit most when faculty adopt communication tools, technologies, and learning platforms that mirror their digital fluency. When instructors articulate how and why AI may be used, students are more likely to engage responsibly, ethically, and reflectively. The central issue is not technical adoption but pedagogical intentionality to ensure Gen Z undergraduate students feel more engaged, confident, and accountable in AI-supported environments.
Ultimately, the conversation around AI is less about the tool itself and more about how it is framed, scaffolded, and integrated into the learning experience. When thoughtfully integrated, AI can empower both students and instructors, reshaping the classroom into a more personalized, interactive, and dynamic space. As Mollick (2024) writes, “AI changes how we educate, empowering teachers and students and reshaping the learning experience” (p. 177). For institutions serving Gen Z undergraduates, the challenge is not whether AI will reshape education, but whether faculty will shape how it is used.
Active learning directly supports Gen Z’s preference for collaboration, application, and real-time engagement. Active learning, a pedagogical approach that emphasizes student engagement, participation, and collaboration, has long been recognized as an effective instructional strategy in higher education (Bonwell & Eison, 1991). More recent research continues to demonstrate that active learning can significantly enhance academic performance and retention among Gen Z learners (Freeman et al., 2014). This cohort thrives in educational settings that are interactive, flexible, and digitally integrated. As Freeman et al. (2014) demonstrated through a meta-analysis of 225 studies, active learning methods improve exam performance by an average of half a letter grade and failure rates under traditional lecturing were 55% higher than under active learning. These outcomes strongly suggest that traditional lecture-based instruction may no longer be sufficient in meeting the needs of Gen Z undergraduate students, who prefer learning environments that prioritize real-time feedback, collaboration, and hands-on application.
For Gen Z undergraduate students, active learning offers more than just academic benefits; it aligns closely with their cognitive preferences and learning behaviors. Alkhatib (2022) found that integrating techniques such as mind mapping, flowcharts, and problem-based learning into the curriculum significantly improves higher-order thinking skills like critical thinking, decision-making, and creative problem-solving. These approaches allow students to engage with material in a meaningful way, bridging theoretical knowledge with real-world application. Technology-enhanced platforms that allow for embedded polls and multimedia content during lectures further support Gen Z undergraduates’ desire for dynamic and personalized learning experiences (Lewohl, 2023). This is especially important for a generation that values visual learning, flexible scheduling, and opportunities for self-directed study.
Despite the proven efficacy of active learning, many faculty members in our institution are either unaware of the range of available strategies or lack the training and support to implement them effectively. We believe there is a pressing need for professional development and institutional investment in pedagogical resources that help faculty move beyond traditional teaching methods. Without adequate support, the integration of active learning remains inconsistent and dependent on individual initiative. Instructors often benefit from seeing practical examples of active learning in action and require guidance on how to scaffold such methods across various disciplines. Without this knowledge, opportunities to enhance student engagement and learning outcomes may be missed.
Institutions aiming to improve Gen Z undergraduates' engagement must prioritize not only the adoption of active learning but also the infrastructure and training needed to support its implementation. Faculty development programs should highlight how active learning can be adapted to different content areas and class formats, including hybrid and asynchronous models. As Lewohl (2023) observed, even in courses where face-to-face attendance was not required, students consistently expressed a desire for more interactivity during class.
Collaborative problem solving (CPS), particularly in the form of problem-based learning (PBL), is an increasingly valued strategy in higher education for engaging Gen Z undergraduates. CPS involves students working in groups to address complex, real-world issues through structured inquiry and sustained collaboration. While widely used in STEM and healthcare, its focus on active learning, critical engagement, and interdisciplinary thinking makes it applicable across disciplines (Alkhatib, 2022; Seibert, 2021). For Gen Z undergraduate learners, who prefer practical, interactive, and socially connected learning, CPS offers an ideal match by fostering essential skills such as critical thinking, creativity, decision-making, and perseverance (Hernandez-de-Menendez et al., 2020).
CPS not only supports deeper engagement with course content but also prepares students for professional environments that require teamwork and reflective problem-solving. As Seibert (2021) emphasizes, Gen Z undergraduate students often need structured opportunities to build persistence and critical analysis. CPS offers these through simulations, case-based learning, and collaborative projects that mirror real-world complexity. Alkhatib (2022) further outlines a comprehensive model for embedding assessment within CPS environments, guiding instructors to define cognitive learning outcomes, design structured questions, and use interactive tools to evaluate higher-order thinking in real-time.
However, CPS implementation poses challenges. Many faculty members are unfamiliar with how to design or assess outcomes related to higher-order skills and may default to traditional exams that fail to capture deeper learning (Alkhatib, 2022). Instructors may also struggle with facilitating group dynamics, especially without adequate support or training. Effective CPS requires clear expectations, intentional scaffolding, and a shift in instructional mindset, from content delivery to coaching and facilitation. Institutions that invest in professional development and infrastructure can better support this transition, allowing CPS to fully realize its potential in developing both the cognitive and interpersonal competencies Gen Z undergraduate students need to succeed (Freeman et al., 2014; Seibert, 2021).
The flipped classroom has gained increasing attention as a student-centered model that aligns well with Gen Z undergraduates’ learning preferences. By shifting content delivery outside the classroom through videos or other digital materials and reserving in-person time for active learning, the model supports flexibility, autonomy, and real-time collaboration. Research shows that this approach enhances engagement, critical thinking, and academic performance, particularly for students who prefer to learn through interaction and application. As Evans et al. (2019) explain, the flipped model enhances student engagement and fosters a deeper understanding by moving passive learning into active classroom participation. The structure allows learners to come prepared for meaningful activities such as discussion, problem-solving, and group work, strategies that resonate with Gen Z undergraduates’ expectations for technology integration and hands-on learning.
Multiple studies reinforce the effectiveness of flipped learning in both academic and professional skill development. Mohamed et al. (2023) found that students in flipped classrooms demonstrated not only stronger academic outcomes but also gains in communication, teamwork, and self-directed learning. These soft skills are critical for Gen Z undergraduate learners preparing to enter a dynamic and collaborative workforce. Meyliana et al. (2022) add that students in flipped classrooms show increased motivation and participation, especially when in-class time is used to apply pre-learned concepts. Lahijanian et al. (2020) further emphasize that for Gen Z undergraduate students, the success of this model depends on the quality of pre-class videos. When content is concise, interactive, and engaging, students arrive more prepared, more confident, and more willing to contribute to in-class activities.
Despite these advantages, the flipped classroom often reveals a disconnect between what students say they want and how they interpret innovative instruction within the classroom. Many students ask for more interactive and engaging experiences, yet resist models like the flipped classroom by claiming their instructors are not “teaching” when class time is used for application rather than lecture. Research has noted that flipped learning can initially generate student resistance when learners accustomed to lecture-based instruction are expected to assume greater responsibility for engaging with course content prior to class (Strayer, 2012). Without clear communication about the rationale and expectations, students may feel as though they are being asked to teach themselves (Baig & Yadegaridehkordi, 2023). This model is most effective when students understand the purpose behind the mode of learning and when faculty create structured opportunities for participation, feedback, and support during class.
Faculty concerns also shape how widely the flipped classroom is adopted. Some instructors worry that outsourcing content delivery to videos might reduce their relevance or compromise the integrity of higher education. Platforms like Khan Academy, while useful for concept delivery, may be perceived as too informal for academic settings. These concerns can lead to hesitation, especially among faculty who feel unprepared to redesign their courses, may lack support, and are unsure about how students will respond. Yet when implemented with intentionality, the flipped model does not replace the role of the instructor but rather redefines it. Rather than serving primarily as lecturers, faculty become facilitators of learning who guide students through practice, peer collaboration, and critical analysis that builds on content explored prior to class (Bishop & Verleger, 2013).
The flipped classroom also invites choice, which is a characteristic of Gen Z undergraduate learners. For Gen Z undergraduate learners who value personalization and autonomy, this model allows them to take ownership of when and how they access content, and to engage more meaningfully when they arrive in class. This structure combines self-directed preparation with collaborative in-class application and has been shown to support higher levels of engagement and participation when pre-class materials and in-class activities are intentionally aligned (Lo & Hew, 2017). It accommodates a range of learning preferences and provides space for varied activities such as think-pair-share, case-based learning, and group projects. These approaches align with the collaborative and applied learning that Gen Z undergraduates seek, especially when paired with well-designed pre-class materials and articulated goals.
As higher education continues to evolve, the flipped classroom offers a flexible and responsive structure that meets the demands of a generation shaped by digital fluency and a desire for relevance. It is not a one-size-fits-all solution, but it is a powerful framework when grounded in strong pedagogy, student buy-in, and meaningful design. For instructors willing to invest in this shift, the flipped classroom can transform both the teaching experience and the student learning journey.
While each of these pedagogical approaches differs in structure and technological emphasis, several common themes emerge across the literature. Effective strategies consistently emphasize active participation, real-world application, collaborative learning, and opportunities for feedback. These shared characteristics suggest that the effectiveness of innovative pedagogies lies less in the specific tool used and more in their alignment with student-centered learning principles.
Innovative teaching pedagogies are increasingly recognized as central to re-engaging Gen Z undergraduate students, whose expectations for education are shaped by fast-paced, digitally immersive environments. However, despite institutional calls for innovation, faculty often encounter a paradox: Gen Z undergraduate learners often report wanting more engaging experiences, though their conception of engagement may differ from traditional participation models.
At the same time, faculty face barriers to adopting innovative teaching pedagogies. Many faculty members remain unaware of the range of available engagement strategies or lack the training and institutional support necessary to implement them effectively. Faculty development initiatives are often reactive rather than proactive, providing tools without embedding them in a pedagogical context or demonstrating their impact on learning outcomes. Even when faculty are willing, the absence of centralized guidance, discipline-specific examples, and peer mentoring can lead to innovation fatigue. Without clarity on which tools align best with specific learning goals or course formats, many instructors revert to familiar, if less effective, approaches. To address this, institutions must invest in sustained, faculty-centered development that couples pedagogical theory with real-world application, peer-led workshops, and ongoing assessment of teaching innovations.
Ultimately, the challenge is not just to deploy new tools or strategies, but to foster intentional pedagogical ecosystems that empower both students and instructors. As Cilliers (2017) suggests, bridging the generational gap requires moving beyond the mere integration of technology to embrace a philosophy of “interaction over instruction.” Innovative teaching pedagogies must be designed not only to activate student learning but also to support deeper cognitive engagement and belonging. This means curating a balance between innovation and simplicity, enabling students to engage across modalities without becoming overwhelmed while equipping faculty with the resources to teach reflectively and responsively. In doing so, institutions can shift from viewing innovation as an occasional disruption to embracing it as a sustained practice, one that acknowledges the evolving realities of both learners and educators in the 21st-century classroom.
Undergraduates Faculty play a central role in shaping the classroom experience and directly influencing student engagement. Yet many instructors remain uncertain about how to adapt their teaching practices to meet the needs of Gen Z undergraduate learners. As previous generations of students responded well to lectures and content-heavy instruction, some educators continue to rely on these traditional approaches, which are increasingly misaligned with today’s learners. Schwieger and Ladwig (2018) stress that traditional pedagogies are no longer effective in reaching Gen Z undergraduate students, who prefer collaborative learning, real-time feedback, and hands-on experiences that connect with their digital lives. When faculty fail to adjust their methods, students often disengage, not because they lack motivation, but because the learning environment does not reflect their expectations or needs.
Research consistently shows that teaching strategies that prioritize interactivity, relevance, and student-centered learning result in higher levels of participation and retention for Gen Z undergraduate students. Bucăţa (2023) explains that to successfully educate this generation, faculty must integrate digital tools and experiential learning activities that mirror the pace and format of the media-rich environments students inhabit daily. Approaches such as gamification, flipped classrooms, project-based learning, and digital collaboration platforms allow students to learn by doing, share ideas in real-time, and receive ongoing feedback that supports their growth. These strategies create space for Gen Z undergraduates to engage meaningfully with both content and peers, bridging the gap between academic learning and real-world application.
Despite this, several barriers prevent the widespread adoption of innovative teaching pedagogies. One of the most commonly cited barriers to adopting innovative teaching practices is the time required to redesign courses and develop new instructional strategies (Schwieger & Ladwig, 2018). Faculty often lack the bandwidth to explore new methods, rework existing content, or seek training in unfamiliar tools.
Drawing on both the literature and our experiences as instructional designers and faculty, several key implications emerge for those working to engage Gen Z undergraduate learners. These implications are not prescriptive solutions, but rather guiding considerations that align pedagogical practice with the characteristics and engagement patterns identified throughout this review.
Extending the literature, our experience suggests that many students expect instructors to entertain them, mirroring their experiences in digital and social media, yet struggle to contribute meaningfully when prompted to participate in traditional settings. This tension suggests that engagement for Gen Z is not simply about increasing activity or stimulation, but about redefining what meaningful participation looks like in higher education.
In our institutional context, we observed that the shift toward synchronous remote instruction pushed some technology-resistant faculty into early retirement, while others, particularly those more experienced or adaptable, emerged better equipped to teach across multiple modalities. This post-pandemic instructional flexibility offered students greater choice in how and when to engage with their learning.
For Gen Z learners, these shifts solidified a growing preference for multimodal delivery that accommodates both their need for flexibility and their comfort with digital learning spaces. Many became accustomed to a level of anonymity and multimodal learning during remote instruction and now expect institutions to sustain that flexibility through blended, hybrid, or asynchronous options. Due to the dangers of illness from an ongoing pandemic, bringing students into classrooms simply to listen to lectures, content easily delivered through video conferencing tools, was no longer seen as pedagogically or logistically justifiable.
The literature reinforces the idea that Gen Z undergraduates value pedagogies that reflect their digital-first mindset, and approaches characterized by immediacy, interactivity, and visual appeal (Cilliers, 2017). These students gravitate toward collaborative projects, technology-driven assessments, and communication platforms that align with their online behaviors.
Yet, while these modalities align with their stated preferences, we have found that the overuse or misapplication of engagement tools, such as polling software, discussion apps, or student response systems, can overwhelm rather than inspire. This raises an important question: How many modalities are students encountering across courses, and at what point do these tools contribute to cognitive overload or disengagement? For some students, the fragmentation of engagement strategies across platforms can lead to burnout, especially when each tool demands a separate login, interface, or learning curve.
Even when support is available through instructional designers or teaching and learning centers, many instructors are unaware of these resources or are unsure how to access them. In other cases, faculty may resist change due to concerns about their role being diminished or because they perceive student requests for engagement as vague or unrealistic. This raises important questions about what students truly mean when they ask for engagement. Are they seeking opportunities to participate actively in discussions and group work, or are they looking for digital interactions that feel engaging but require little interpersonal effort?
The tensions between Gen Z expectations and traditional workplace structures have important implications for higher education. If students are entering professional environments that require adaptability, interpersonal communication, and sustained engagement, then institutions must consider how these skills are developed within undergraduate learning experiences. This includes creating opportunities for applied learning, collaborative problem-solving, and communication across modalities, as well as helping students navigate expectations that may differ from the flexible and personalized environments they have experienced in educational settings. By more intentionally aligning curricular and pedagogical practices with evolving workplace demands, higher education can play a critical role in preparing Gen Z undergraduate learners not only to succeed academically but to transition effectively into professional environments.
In practice, these patterns suggest engagement is often interpreted differently by faculty and students. Some students claim to want more engaging experiences but resist methods that require verbal participation, collaboration, or accountability. For example, when instructors use flipped classrooms or project-based learning, students may complain that they are teaching themselves or that the instructor is no longer doing the work of “teaching.” These reactions suggest a disconnect between student expectations and their understanding of pedagogical design. They also reflect the need for faculty to frame innovative strategies clearly, explaining their purpose and helping students build the skills and confidence needed to participate fully.
Supporting faculty in navigating these challenges is critical to improving Gen Z undergraduate engagement. Incentivizing experimentation with new teaching practices, providing structured training opportunities, and building partnerships with instructional designers can ease the burden of innovation and foster a culture of pedagogical growth. As Schwieger and Ladwig (2018) argue, educators must move beyond traditional methods and embrace technology-enhanced, student-centered practices to reach and retain Gen Z undergraduate learners. When faculty have the tools, time, and institutional support to evolve their teaching, classrooms can become spaces where students feel connected, empowered, and invested in their learning.
Gen Z is reshaping expectations for teaching and learning in higher education. This review was guided by four questions examining the characteristics of Gen Z undergraduate learners, the factors influencing their engagement and disengagement, the pedagogical approaches most likely to support meaningful participation, and the role faculty and institutions play in adapting teaching practices to meet the needs of this generation.
First, the literature suggests that many Gen Z undergraduate students enter higher education shaped by digital immersion, expectations for flexibility and personalization, and a preference for learning experiences that are relevant, interactive, and visually engaging. However, these characteristics should be understood as tendencies rather than universal traits, as students’ experiences and preferences vary across contexts and were further influenced by the disruptions of the COVID-19 pandemic.
Second, the literature highlights that engagement among Gen Z undergraduate learners is shaped by both instructional design and broader contextual factors. Students are more likely to participate when course material is clearly connected to real-world applications, when instructors create relational and supportive learning environments, and when learning activities move beyond passive content delivery. Conversely, disengagement often emerges when instruction feels disconnected from students’ goals, when learning environments lack flexibility, or when institutional structures fail to account for students’ competing responsibilities and external stressors.
Third, the review illustrates that innovative teaching pedagogies such as active learning, flipped classrooms, gamification, collaborative problem-solving, and the thoughtful integration of generative AI offer promising approaches for enhancing engagement. Across these approaches, several shared themes emerge: successful learning environments emphasize interaction, application, feedback, and opportunities for students to actively construct knowledge rather than passively receive it.
Finally, the literature and practitioner insights underscore the critical role faculty play in shaping these learning environments. While many instructors recognize the need to adapt their teaching practices, barriers such as time constraints, limited training, and uncertainty about student expectations can slow the adoption of innovative pedagogies. Our experiences working with faculty suggest that these approaches are most effective when instructors clearly communicate the purpose behind instructional design choices and when institutions provide sustained professional development and instructional design support.
These findings suggest that engaging Gen Z learners requires more than simply adopting new technologies or classroom tools. Instead, higher education institutions must foster learning environments that intentionally balance autonomy with collaboration, flexibility with structure, and innovation with clear pedagogical purpose. By aligning teaching practices with the evolving characteristics and expectations identified in the literature, educators can create learning experiences that support diverse learners while preparing students with the critical thinking, collaboration, and adaptability needed for success in an increasingly complex world.
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