Can we really teach the Generation Z? Opportunities and challenges at secondary level Free

A generation is defined as “all the individuals in a society or family who are approximately the same age” (Cambridge Dictionary, 2022). Throughout history, changes have often been perceived as happening rapidly, with each generation acquiring a wealth of diverse experiences that shape their lifestyles and future expectations, distinguishing them from previous generations. The new generation, commonly referred to as Gen Z or the digital generation, has been born and raised in the digital era. This era is characterized by rapid advancements in science and technology, which have had a profound impact on virtually every aspect of society. Being born into the digital era, members of this generation are fully immersed in technology. Consequently, they are often referred to as “Generation I,” “Net Generation,” “Next Generation,” “iGen,” “Always-On Generation,” “Crystal Generation” or “Impassioned Generation” (Adıgüzel et al., 2014; Çetinel et al., 2022).

Each generation possesses its own distinct upbringing and undergoes varying economic and social conditions. These intergenerational disparities arise from differences in knowledge, skills, emotional traits, character, educational perspectives, career aspirations and social interactions. Any conflicts arising from the coexistence of multiple generations can be attributed to disparities in perception, communication methods, and practices. For instance, the latest Pisa report underlines the extensive use of technology for learning among Gen Z (OECD, 2023). Therefore, it is imperative for literature studies to concentrate on identifying these differences and providing resolutions to the resultant issues. With the rapid advancement of science and technology, all institutions in society have undergone significant structural and functional transformations. Educational institutions, as catalysts of social change and transformation, are not exempt from these developments. To effectively serve the needs of individuals and society and to enhance the quality of learning outcomes, educational institutions must vigilantly monitor changes and developments as well as understand the expectations and interpretations of Generation Z, who are at the core of all educational activities and investments (Ekşili et al., 2014).

Literary categorization of generations, such as X, Y and Z, is primarily based on their birth date ranges. Generation X, for instance, encompasses individuals born between 1965 and 1979. This designation has been utilized in literature throughout the years, although it was previously referred to as the “Sandwich Generation,” “Baby Busters,” “Post Boomers,” “Transition Generation” or “Lazy Generation” (Adıgüzel et al., 2014; Kırık and Köyüstü, 2018). From a historical viewpoint, Generation X has witnessed significant technological and societal advancements and transformations. They have experienced events such as the first moon landing, the global oil crisis and the emergence of television, computers and email. Furthermore, they have assumed the role of caring for both their parents and younger siblings (Quinn, 2010). Generation X has also been profoundly influenced by crucial social incidents, such as student protests at universities and conflicts between the left and right wings, which had a profound impact on Turkey (Adıgüzel et al., 2014). They have faced challenges and strived diligently to advance in their careers. The growing involvement of women in business during this period marked a significant change in traditional family dynamics (Yücebalkan and Aksu, 2013). In general, the Generation X cohort tends to be socially conscious, respectful of authority, hardworking and characterized by unique loyalty and modesty (Akdemir et al., 2013; Aydın and Başol, 2014; Özer et al., 2013).

Generation Y, also known as Millennials, refers to the cohort born between the years 1980 and 1999, following generation X. This generation witnessed significant global and technological events, such as the Gulf War, 9/11, the Iraq War, the rise of the Internet, globalization, the introduction of the iPod, mobile phones and the Google search engine. They were named generation Y due to their analytical characteristics and qualities (Oral, 2013). Unlike previous generations, Generation Y has seen a shift in their understanding of the world, moving from a production-oriented perspective to a consumption-oriented one, largely due to the widespread use of the Internet. Additionally, they are the first generation to predominantly engage in digital games rather than physical ones (Akdemir et al., 2013; Yücebalkan and Aksu, 2013). As a result of these experiences, Generation Y has developed certain characteristics and preferences. They excel at utilizing technology effectively in the workplace and tend to prefer working independently for shorter durations. They are also more inclined to challenge authority than generation X and prioritize work–life balance, allowing them to allocate more time for their loved ones (Gürbüz, 2015; Oral, 2013; Özer et al., 2013).

Compared to Generation X, who were often raised in nuclear families, individuals belonging to Generation Y are generally more laid-back and less formal. They view learning as an enjoyable process and demonstrate qualities such as optimism, responsibility and self-confidence. However, they are also prone to impatience (Adıgüzel et al., 2014; Demirkaya et al., 2015; Köse et al., 2014; Oral, 2013). They prioritize problem-solving from different perspectives, adapt well to changing circumstances and have the ability to generate knowledge, although they can easily become bored (Yücebalkan and Aksu, 2013).

Following Generation Y, the next cohort is referred to as Gen Z, who were born after the 2000s (Kırık and Köyüstü, 2018). According to Aydın and Başol (2014), Gen Z is “defined as the first generation to be born into the 21st century, and they are often referred to as ‘digital children’ and ‘.com’ children” (p. 4). This generation distinguishes itself from others in terms of various factors, such as age and life span (ontological factor), the era they live in and the technology available to them (sociological factor) and their life experiences (historical factor). As a result, they have easy access to information and knowledge, enabling rapid learning and necessitating a commitment to continuous development (Akdemir et al., 2013). Moreover, this generation adopts a unique approach to learning and education. They prioritize outcomes over processes, rendering traditional teaching and learning methods, passive acquisition of information and memorization less effective for this new generation (Oral, 2013). Gen Z places significant emphasis on social-emotional learning, as they tend to challenge authority, exhibit self-direction and prioritize their emotions. It is evident that they also question the prevailing educational paradigm, seeking flexibility in terms of learning time and space. Gen Z prefers learning that incorporates search engines, databases, animations and visual and interactive elements (Beyers, 2009). Research on Gen Z has demonstrated that this generation possesses strong entrepreneurial qualities, although conflicts with school administrators can arise (Halisdemir, 2016; İnce, 2018). Given the unique characteristics of Gen Z, such as their access to knowledge, leadership potential and sensitivity, technology is regarded as an indispensable tool for instruction (Altunbay and Bıçak, 2018; Taşlıbeyaz, 2019).

Current instructional practices need to be reassessed in order to meet the learning needs of Generation Z. The current pedagogies, curricula, learning environments, administration and teaching practices are primarily based on the perspectives of Generations X and Y. It is essential to reevaluate the role of schools as institutions (Patiño and Guitart, 2014). However, Generation Z demonstrates unique characteristics compared to previous generations. Their attitudes toward work, financial matters, motivation factors and aptitude for technology, among others, are starting to define Generation Z (Bernhardt, 2022). Understanding the expectations of Generation Z, who are shaping the future of society and tailoring educational and instructional plans to meet their demands will have a significant impact on educational practices and learning outcomes. Although there is a wide range of literature covering various studies on Generation Z perspectives and practices (Dolot, 2018; Seemiller and Clayton, 2019; Persada et al., 2019; Poláková and Klímová, 2019), few studies comprehensively address the expectations of Generation Z toward formal educational practices (Seemiller and Clayton, 2019; Schwieger and Ladwig, 2018). The objective of this study is to explore Generation Z’s interpretation of educational practices at the secondary education level. By examining the expectations of Generation Z, this study aims to provide insights for teachers and decision-makers to improve educational and instructional practices.

Qualitative phenomenological research was conducted in this study to investigate the perceptions and experiences of individuals toward a specific phenomenon and the significance they attribute to these experiences. Phenomenology is both a philosophical movement and a qualitative research design (Gill, 2014). The objective is to unveil the underlying commonalities of a particular phenomenon by exploring the real-life experiences of participants. This enables researchers to capture and comprehend these experiences and subsequently articulate them in written form (Oiler, 1982, cited in Baker et al., 1992). The specific approach employed in this study is Transcendental Phenomenology (TPh), which focuses on uncovering the perceived experiences, thoughts and evaluations of the Gen Z generation toward formal education (Moustakas, 1994).

In line with the nature of the study, purposive sampling was employed. Purposive sampling allows researchers to gather data that is rich in information, even with limited resources in qualitative research designs (Patton, 2002). Additionally, purposive sampling aims to specifically target individuals who possess relevant information and experience regarding the phenomenon under investigation (Creswell and Clark, 2017). For this study, the maximum variation sampling strategy, which is one of the purposive sampling methods, was utilized. This strategy seeks to uncover significant shared patterns among cases and provide explanations for differences within diverse groups (Palinkas et al., 2015). Hence, participants were selected from both urban and rural high schools of various types, including private and public institutions. Senior high school students in the 12th grade were chosen as participants due to their ability to offer comprehensive information and experience related to the given phenomenon. In total, 20 students took part in the study, with an equal distribution of males and females and an age range of 18–19. Among the participants, nine attended Anatolian High Schools, five attended Vocational High Schools, three attended Science High Schools and three attended Social Sciences High Schools.

Data were collected through interviews conducted with the participants of the study. The use of one-on-one interviews was chosen as it aligned with the research design and allowed for an examination of the participants' memories and reflections within the framework of phenomenological research. The interview protocol consisted of open-ended questions formulated based on insights from the literature reviews. Presented below are some illustrative examples of the interview questions (see Table 1).

After formulating the interview questions, we established the criteria for selecting participants for our study. Our research focused on gaining insights into the personal experiences, thoughts and judgments of high school students. To ensure a comprehensive understanding, we specifically targeted senior high school students, specifically those in the 12th grade. We believed that this group would possess valuable knowledge about high school education due to their extensive longitudinal experience (Moustakas, 1994). To establish communication with our desired participants, we approached teachers who had experience teaching at various types of high schools. These teachers were already collaborating with us as researchers. We provided them with information about our study and requested their assistance in identifying potential participants. Subsequently, these teachers contacted the 12th-grade students in their schools and provided us with a list of willing volunteers. In preparation for the interviews, we sent email communications to the volunteer students, explaining the purpose, subject and scope of our research. After their agreement to participate, we conducted individual interviews with each student at their convenience within their schools. These one-on-one interviews lasted approximately 45–60 min. Before each interview, we obtained informed consent from every participant. Additionally, all participants consented to having their interviews recorded for data collection purposes. The interview process spanned a month, with intervals between each session.

Thematic analysis, a commonly used method for identifying recurring patterns of meaning, was applied to analyze the data. This approach affords researchers the opportunity to examine reality from multiple perspectives, akin to scrutinizing a sculpture from different angles (Merriam and Tisdell, 2015). The process of thematic analysis consists of six steps: “familiarizing yourself with the data, generating initial codes, identifying themes, reviewing the themes, defining and labeling the themes, and producing a report” (Kiger and Varpio, 2020, p. 846). This study employed an inductive approach, wherein codes, categories and themes were developed based on internal consistency and accuracy rather than relying on a pre-established list of codes. The research team thoroughly reviewed the transcribed audio recordings multiple times to gain familiarity with the data and generated codes from the systematically prepared dataset. These codes were subsequently organized into categories and further refined into themes (Saldaña, 2013). Each researcher independently analyzed the data according to the prescribed procedure and subsequently convened to evaluate emerging themes (Braun and Clarke, 2012). While the themes remained unchanged, certain categories were revised based on the review process. Moreover, numerous codes were consolidated, resulting in a significant reduction in the total number of codes. This approach ensured consistency between the codes and the participants' statements. Consistent with the phenomenological approach to data analysis, the primary focus was on elucidating the essence of the data through phenomenological reduction, which involved differentiating the participants' personal experiences from the meanings they ascribed to those experiences during the data analysis phase (Merriam and Tisdell, 2015).

Validity and reliability in qualitative inquiry depend on the priorities and nature of the study itself. Therefore, researchers must be diligent and precise in every step of the research process, from selecting the research topic to reporting the results, to ensure validity and reliability (Merriam and Tisdell, 2015). Peer debriefing, or analytic triangulation, is a valuable tool for increasing the credibility of qualitative research, which is an important indicator of validity (Creswell and Miller, 2000). In this study, peer debriefing was used to prevent implicit bias and explore new ideas (Hail et al., 2011). As part of this process, the interview protocol was reviewed by two experts specializing in qualitative research and the specific topic of the study. The same experts were also consulted regarding the obtained codes, categories and themes. Based on their feedback, two questions in the interview protocol were revised, but no changes were made to the data analysis. Another way to enhance credibility in qualitative research is to ensure data saturation. Data saturation is crucial in determining whether enough data has been collected from participants, particularly when purposive sampling is employed (Hennink and Kaiser, 2019). In this study, one-on-one interviews were conducted with a total of 15 students. Following discussions among the researchers, it was decided to include additional participants in the interviews. Data saturation was achieved with a total of 20 participants in the study. Triangulation is another method that enhances validity in qualitative research. “Triangulation involves using different sources of information to increase the validity of a study” (Guion et al., 2011, p. 1). The importance of triangulation was emphasized by Mathison (1988, p. 13) as “a methodological issue in naturalistic and qualitative approaches to evaluation, in order to control bias and establish valid propositions, as traditional scientific techniques are incompatible with this alternate epistemology.” In this study, triangulation was achieved through data triangulation and researcher triangulation. Data triangulation involved participants from different types of high schools. Researcher triangulation was achieved by involving faculty members, including an assistant professor, an associate professor and a professor, who possess extensive knowledge and experience in educational sciences. Additionally, the member-checking technique was employed to further enhance the validity of the research.

Lincoln and Guba (1986, p. 77) define member checking technique as follows:

For this purpose, after transcribing the interviews, each transcription was shared with the participant to verify the content prior to commencing data analysis.

Several procedures were implemented to ensure strict adherence to ethical guidelines throughout the duration of the study. Firstly, prior to commencing the study, approval was obtained from the Research Ethics Committee (REC). Subsequently, potential participants were informed via email about the aim, subject and scope of the research before the interviews were conducted. The target group specifically consisted of active teachers with a master’s or doctorate degree in educational sciences. To provide potential participants with more comprehensive information, a Participant Information Sheet (PIS) was sent to them via email. The PIS contained details regarding voluntary participation, the absence of potential risks, confidentiality of the interviews, the restriction of participant data solely for the study’s purposes and the safeguarding of personal information (Patton, 2005). Additionally, the information contained in the PIS was briefly summarized in Informed Consent Forms (ICF) prior to the interviews. These ICFs were signed by each researcher and provided to the participants in written form. All participants granted their consent to be audiotaped during the interviews. The interviews themselves were conducted on an individual basis in a quiet setting, where only the participants were present. In order to ensure the confidentiality of the audiotapes, they were securely stored in an encrypted file on a protected data storage drive. The researchers transcribed the audiotapes while maintaining strict security measures, such as using earphones, ensuring privacy and ceasing recording when in the presence of others. Furthermore, the experts involved in the study were explicitly instructed not to disclose any information about the study or the participants unless provided with the necessary research materials. To guarantee privacy and anonymity when presenting the findings, each participant was assigned a pseudonym. Lastly, the name and location of the participants' school were kept confidential.

Data yielded four themes: expectations from teachers, curricula, school administration and School Counseling Service (SCS).

It was discovered that Gen Z expects from teachers “to be democratic, to adopt novel teaching approaches and technology, to have affective qualities, to be attentive to arts and sports and to conduct qualified assessment.”

Gen Z expects teachers to be “democratic.” Within this context, teachers need to “treat equally to all students,” “be fair to all students” and “allow all students to exercise the right to express themselves.” A female student (S5) illustrated her views on equal treatment and being fair as: “Teachers should not be too rigid or rule-oriented … they should treat us equally, and be fair and kind to us”. One of the male students, S16, stated his expectation on being kind and fair as: “They should enjoy close relationships with us, they should be able to switch between being friends to us and acting like responsible adults, being nice and fair, and respect matter to us as well.” Likewise, the following expressions were given by, S9, one of the female students on equal treatment and being fair: “Teachers can treat us in a friendly manner, and they can treat us like adults, and we are not children anymore, and I feel that we are not often allowed to express ourselves freely.”

The second category of students’ expectations from teachers included “being student-centered,” “using novel approaches in teaching,” “using visual materials” and “using social media (e.g. Twitter, WhatsApp, YouTube).” The following expressions were stated by S17, one of the female students on being student-centered: “Generally speaking, teachers are heavily concerned about keeping up with the syllabi and curricula while they are teaching, and most of the focus shifts towards covering the predetermined content rather than our learning ….” Regarding adopting novel approaches in teaching S1, one of the male students expressed that: “Teachers should move on from following the stereotype of merely covering the content for the fulfillment of their duties as a teacher towards adopting novel approaches to their teaching and introducing them to the classroom.” S7, one of the female students highlighted the importance of using visual materials as: “Teachers should have nicer attitudes while teaching, they should introduce more fun activities in classroom, and they should use web-based visual materials in classes.” As a “Net Generation,” students underlined operation of the social media. S13, one of the male students, explained this as follows: “Teachers should focus on closing our learning gaps and they should allow us to use our mobile phones in classrooms, they should include everyday social media and web tools and YouTube in classrooms.”

Students expect teachers to have several affective qualities such as “being curious and passionate,” “not being too rigid or rule-oriented,” “being attentive and affectionate,” “confidence in student achievement” and “providing scaffolding.” Related to “being curious and passionate,” S15, one of the male students stated that: “Teachers should love their job, enjoy teaching, be curious and passionate. They should not choose the teaching profession for money and benefits and should focus on taking an attentive and affectionate approach. The following expressions were stated by S5, one of the female students as: “Teachers should not be too rigid or rule-oriented … they should treat us nicely.” Similarly, another student stated that they expected teachers to be “attentive and affectionate”. In this regard, S14, one of the female students stated that: “We expect from our teachers to be attentive to us, and to show love and emotional support.” Regarding the confidence in student achievement, S18, one of the male students explained that “Teachers should have great confidence in their students so that even the mediocre students can attain to higher standards.” The same student expressed his expectation on scaffolding as “teachers should regularly check how well students are learning, give regular feedback to students, and give additional support for helping students with any learning deficits they may have ….”

Students also expect their teachers to be attentive to arts and sports. The following expressions were given by S2, one of the male students, regarding this: “Teachers should prioritize arts and sports activities as well.”

The results suggest that students also have expectations from teachers regarding assessment. These expectations mostly entail “providing feedback on assessment” and “considering individual differences”. In line with the “providing feedback on assessment,” S20, one of the male students stated that “Following the assessment, exam papers should be shared with students to check the mistakes.” Related to “considering individual differences,” S9, one of the female students expressed that “Teachers should prioritize giving assignments based on the interests and keenness.”

Gen Z has also expectations regarding the curricula in practice, such as “functionality, extracurricular activities, and instructional practices.”

The students mentioned “usefulness,” “clarity,” “not depending on compulsion and memorization,” “number and cohesion of courses,” “selective courses” and “equal opportunities and means” within the scope of “functionality.” The students stated that the courses in the curricula were “not useful” and were “compulsory.” S5, one of the female students, expressed this as follows: “We have no expectations or problems other than the useless courses the Ministry of National Education imposes on us.” The students criticize the curricula in practice for not having “clarity.” S19, one of the female students, stated that: “The curricula are a bit complicated; they should be clear and easy to understand.” Another code that emerged in terms of functionality was the “number and cohesion of the courses.” Regarding this S14, one of the female students explained that: “There are too many courses; the number of the courses should be decreased, and the number of ‘useful’ courses should be increased.” The following expressions were presented by S17, one of the female students, regarding this: “The number of courses must certainly be decreased … Infrastructural arrangements must be made with equal treatment to activities such as sports, arts, and music and artistic and cultural activities, which are areas open to development in contrast to the developed countries.” Students also criticized compulsory courses and called them as an “exposure,” and most of the content heavily depends on “memorization.” S3, one of the male students, stated this as: “The essence of education should not depend on memorization ….” Students also stated the challenges regarding the “selective courses.” S15, one of the male students expressed this as follows: “We cannot even select the elective courses, we need extracurricular activities where we can pursue our interests and hobbies, the curricula even fail to fulfill their promise ….” In addition to that, S18, one of the male students emphasized the underachievement of curricula in ensuring “equal opportunities and means” to all: “It does not feel right to witness that only already successful students are being supported further and being provided with additional opportunities and means.”

Gen Z also criticizes the curricula for not covering adequate extracurricular activities. The codes that emerged include “field trips,” “conferences,” “social activities” and “student clubs”. Related to “field trips,” S17, one of the female students stated that “The curricula should be goal-oriented, extracurricular activities such as field trips to universities should provide us with opportunities to get to know new programs.” In line with this, S2, one of the male students expressed that “Field trips providing us with real-life experiences must be organized”. Another expectation related to extracurricular activities is “conferences.” S7, one of the female students stated that: “Field trips for 12th grade students should be organized at times for increasing mood and motivation, field trips to universities must be organized, and we should be given conferences where the departments are introduced to us.” In addition to the field trips and conferences, the participants clearly emphasize the importance of “social activities.” S16, one of the male students explained this as follows: “Social activities allowing sincere interactions between teachers and students should be organized, and the number of social activities within the scope of extracurricular should be increased at schools.” The students expect that “student club” activities are required to be organized more commonplace at schools as extracurricular activities. S20, one of the female students, stated this as: “Student club activities and elective courses are not the current curricula’s strong suit.”

The students have expectations from instructional practices as well. The code that emerged in this aspect was “motivating aspects of the courses.” The following statement was expressed by S4, one of the female students: “The courses should allow activities motivating us better.”

The expectations of the students from school administration include “administrative expectations,” “expectations regarding the learning environment” and “social expectations.”

“Administrative expectations” were “Educational welfare,” “Prohibitions,” “the right to express oneself freely,” “Equity,” “Digital freedom,” “Autonomy,” “Being heavily rule-oriented” and “Justice and Freedom”. Related to “educational welfare,” S1, one of the male students stated that: “School administrators should not share the same bossy attitudes with any other public administrator of other governmental institutions; rather school administrators should only care about educational welfare.” With respect to “prohibitions,” S3, one of the male students explained that: “School administrations are limiting the use of electronic devices such as mobile phones, tablet PCs regardless of their educational use, this kind of restriction is too much.” The students expect from school administrators to be given the right to express themselves freely. S11, one of the female students, expressed this as follows: “We need to exercise the right to express ourselves freely in matters regarding school administration and regarding the determination of the rules and regulations.” In line with this, S5, one of the male students expressed that “Why do not school administrations ask for our opinions and thought regarding administrative matter and decision-making processes, and we should be able speak out our mind and express our expectations from school administration.” “Equity” is another issue of expectation from school administration. S8, one of the female students pointed out this as: “The rules do not apply equally to everyone, for example administrators are more flexible with freshmen or sophomores while they become more rigid in their treatment to us (senior students) ….” This generation has a tendency toward “Digital freedom” as they were born into a digital age. The following expressions stated by S10, one of the male students, proves: “They even take our phones during our leisure time, this causes certain problems ….” Similarly, S8, one of the female students states that: “I do not think that they should take our phones, we are capable of regulating ourselves.” In addition, “Autonomy” is one of the expectations from school administration. S13, one of the male students expressed this as follows: “We are almost 18 years old; they should not require us to ask for parental consent for everything, I think we are capable of taking responsibility for any mistakes we may make.” Likewise, both male and female students, regardless of the type of schools, seem to be complaining about administration “being heavily rule-oriented.” The following expressions, by S15, prove this:

The following statement by S18, one of the male students who perceives being too much rule-oriented to present threats to learning and self-confidence of students: “There are too many unnecessary rules, which influence the efficiency of the courses and behavioral development … for instance, locking our cell phones in lockers with padlocks causes trust issues ….” In line with this, S20, one of the female students explained that: “School administrators should enjoy close relationships with students … rules are essential for ensuring people live together in a society, but I think that rules suggesting that we are in military training distort the peace at school ….” The students also have expectations from school administrations regarding equal treatment and freedom. S17, one of the female students explained this as follows:

It was explored that the students also had expectations from school administration in terms of “learning environment,” such as “Desks,” “Soundproofing,” “Location,” “green space,” “socially interactive spaces” and “arts and sports spaces”. S19, one of the female students stated her expectation regarding the desks as: “desks are too uncomfortable, they must be ergonomic, they should neither be too comfortable for us to fall asleep during classes nor too uncomfortable for us to hurt, the school administration should make the necessary arrangements, the desks really too uncomfortable for us ….” In addition, the students complain about the high levels of noise in the learning environment. S4, one of the female students expressed this as follows: “There is too much noise in the hallways belonging to 12th grades and outside especially during the semester while we are having classes, the school administration needs to isolate the noise, also we need common sense to raise consciousness in students to refrain from making noise ….” Another essential expectation from school administration is “location” of the schools. S12, one of the male students stated that: “It is really disturbing experience to have a primary school adjacent to our school.” Similarly, the students have expectations regarding “green space” around the school. S15, one of the male students explained that: “The amount of green space in schools must be increased, and schools should have spacious playgrounds and libraries allowing individual study.” In line with this 19, one of the female students stated that “Schools must have green space where we can enjoy being with nature”. Another finding was that the students had expectations regarding “socially interactive spaces” in schools. The following expressions were given by S4, one of the female students: “Areas for seating and recreation in social areas are insufficient”. In line with this, S16, one of the male students expressed that: “Schools must provide students with convenient areas and spaces for study, entertainment, recreation, and social interactions. Physical areas for this are insufficient for the time being, and schools are suffocating us ….” Students have expectations regarding “Arts and Sports Areas.” The following expressions were given by S19, one of the female students regarding this: “The playground of the school should be suitable for sports activities.” The following expressions were given by S18, one of the male students: “The school must have art rooms where students can improve their artistic skills and abilities, and sports facilities must be improved.”

The results presented that the students have expectations from school administration regarding “Community service.” S9, one of the female students stated that “The school administration needs to support us in sending aid to other schools in need such as social aid, stationery, and clothing, etc.”

The participants had expectations regarding SCS such as “professional guidance,” “academic guidance” and “career guidance.” “Career guidance” includes “introduction of career paths,” “academic guidance” includes “introduction of university programs,” “exam guidance” and “teacher training” and “personal guidance” includes “accessibility,” “equity in guidance services,” “communication” and “functionality.”

Students expect “introduction of career paths” within the scope of “Career guidance.” S9, one of the female students states that “People from the sector and universities can be invited to our school so that we can get to know better the professions and universities ….” S10, one of the male students explained that “The introductions of career paths and universities must be prioritized.”

The students had expectations regarding “introduction of university programs,” “exam guidance” and “teacher training” within the scope of “academic guidance.” Regarding the introduction of university programs S6, one of the female students highlighted that “Conferences regarding the Higher Education Institutions Examination (HEIE) must be organized.” S3, one of the male students also stated that “Field trips to universities can be organized ….” The students also have expectations regarding “Exam guidance” due to the high-stakes test. S2, one of the male students explained this as follows: “Exam guidance is of vital importance, especially briefings and seminars must be organized about the Higher Education Institutions Examination (HEIE).” Other than that, the students emphasized that providing teachers with guidance services would contribute to “Teacher training.” The following expressions by S18, one of the male students proves this: “Guidance services should also be provided for our teachers, most of the students have traumatic experiences in their interactions with teachers, they should receive training regarding how to address and treat students, and teachers can improve themselves with guidance services as well.”

The students clearly expressed that they had expectations regarding “personal guidance” as well as “career guidance” and “academic guidance”. The expectations of students regarding personal guidance include “Accessibility.” S4, one of the male students, summarized this as: “We need to be able to have easy access to guidance services when we have personal problems, we can easily access to guidance service at our school whenever we need to”. S7, one of the female students stated that: “I need to feel comfortable when getting guidance and I need to have easy access whenever I need to.” S15, one of the male students underlined this as: “There are barriers between students and guidance services, the reason why is guidance services are provided by teachers, the ones providing guidance services should be school therapists or psychologists instead of teachers, therefore they would have more pleasant associations with guidance services.” Within the scope of personal guidance, students have expectations regarding “equity in guidance services” as well. S17, one of the female students stressed that “Guidance services should be given to each student equally and regularly. Guidance services must be seriously handled. Guidance services should be included in the curricula, and help us prepare for our careers, life, and university education mentally ….” In addition, students had expectations from guidance services regarding maintaining “communication.” The S20, one of the female students stated that: “Guidance services must maintain continuous contact with the students, organize field trips where we can get to know professions and universities better, plan fun activities helping us to reduce our stress and anxiety”. Finally, the students have expectations from personal guidance services regarding “functionality”. S19, one of the female students underlined that “Guidance services should be as a means of reducing stress and should heavily organize activities which will help us prepare for our university education and life. We have the right to be informed about the things that will have an impact on us before they occur.”

The study has uncovered significant findings regarding teachers, teaching practices, curricula, school administration and the SCS. Among the noteworthy findings is the prevalence of the official program and the insufficient attention given to the supplementary program within the curriculum. Generation Z places great importance on learning through extracurricular activities both inside and outside of school. Therefore, there is a demand for excursions, social activities and club involvement. These extracurricular activities contribute to the motivation, enthusiasm, self-esteem and self-discipline of Generation Z (Akar and Nayir, 2015; Sejati et al., 2020). The Organization for Economic Cooperation and Development (OECD) has stressed the significance and necessity of extracurricular activities. In addition to formal educational practices, participating in extracurricular activities before and after school is crucial for students (OECD, 2021). However, despite their importance, high schools offer a limited number and range of extracurricular activities (Koçyiğit and Ekinci, 2020). Frequently, school administrators neglect extracurricular activities, leading to low student involvement (Eroğlu, 2008; Sari, 2012).

Findings emphasize the importance of teaching competence and personality traits among educators. The Generation Z population expects teachers to possess digital competence (DC) and utilize it in their teaching practices. Incorporating digital content, specifically web-based visual materials, and creating an engaging learning experience are among the top priorities for Generation Z. Given their status as “Digital Natives” and their familiarity with technological devices, this request is indeed reasonable. The students' unrestricted access to information and mobility in the virtual environment necessitate a departure from traditional teaching methods and the implementation of innovative approaches. While teachers generally have a positive attitude towards using digital technology in the classroom (Atabek and Burak, 2020; Hol and Aydin, 2020; Çetinel et al., 2022), they tend to rely on basic digital tools like YouTube, SchoolTube and Netflix rather than utilizing digital creation tools that enhance students' communication, collaboration, critical thinking and creativity (Vega and Robb, 2019). Therefore, it is crucial for policymakers to support the development of teachers' digital skills and encourage their integration into teaching to enhance instructional productivity, promote innovative learning, increase instructional appeal, foster teamwork, improve communication and facilitate innovative learning (Haleem et al., 2022). Additionally, incorporating educational technology in teaching has been shown to enhance teacher effectiveness (Evans, 2021). Dimock (2019) highlighted that “Generation Z dominates online searches for information on the post-Millennial generation” (p. 2), further emphasizing the need for teachers to incorporate web-based content and applications in their teaching practices. Previous studies have also demonstrated the positive impact of implementing web-based visual materials on learner motivation, engagement, interaction, learning outcomes and academic achievement (Arikan, 2014; Evans, 2021; Al-Hammouri et al., 2020). In line with this, a study on the adoption of the Flipped-Problem Based Learning Model Integrated with LMS-Google Classroom revealed its contribution to the academic performance of Generation Z students (Ramadhani et al., 2019). Consequently, it is essential to carefully review the curriculum in terms of the number of courses, content, learner autonomy in technology usage and the integration of formal and extracurricular activities.

There is a growing emphasis on the adoption of green, comfortable and interactive learning spaces. In accordance with this, Pousson and Myers (2018) have highlighted the importance of employing instructional design models that cater to the diverse competencies, backgrounds and learning styles of students. Additionally, Schwieger and Ladwig (2018) have underscored the significance of utilizing various learning environments, such as online and blended teaching, for the Gen Z population. While the study reveals certain implications, further research is required to investigate the competencies of teachers, the effectiveness of teaching materials, instructional practices and designs and learning environments. Future studies should particularly concentrate on the personal preferences, motivation, engagement and learning preferences of Gen Z at the secondary level. Authorities, including teachers, ought to reassess their perspectives and adapt their practices in order to better meet the needs and expectations of Gen Z.

This paper was proofread with the assistance of the EditGPT Generative AI tool complementing the human editorial process. The human authors critically assessed and validated the content to maintain academic rigor. The final version of the paper is the sole responsibility of the human authors.