Digital Pedagogical Practices of Generation Z Teachers in Primary Education: A Qualitative Study

Arga Pradana; Achadi Budi Santosa; Dian Hidayati

doi:10.61987/jemr.v5i3.1826

Authors

Arga Pradana Universitas Ahmad Dahlan Yogyakarta
Achadi Budi Santosa Universitas Ahmad Dahlan Yogyakarta
Dian Hidayati Universitas Ahmad Dahlan Yogyakarta

DOI:

https://doi.org/10.61987/jemr.v5i3.1826

Keywords:

Digital Pedagogy, Generation Z Teachers, Primary Education

Abstract

This study aims to analyze the digital pedagogical practices of Generation Z teachers in primary education, focusing on how they design, implement, and adapt digital-based learning, as well as the challenges they encounter. A qualitative case study approach was employed, involving five Generation Z teachers. Data were collected through semi-structured interviews, field notes, and documentation, and analyzed using thematic analysis to identify key patterns in instructional design, technology integration, and professional attitudes. The findings reveal that Generation Z teachers actively utilize digital platforms for learning management, assessment, and instructional media, demonstrating creative, flexible, and student-centered approaches. However, challenges remain, including limited infrastructure, unequal access to professional training, and time management constraints. The study implies that effective digital pedagogy among Generation Z teachers is shaped by the integration of pedagogical competence, digital literacy, and adaptive professional attitudes, highlighting the need for continuous support in infrastructure and professional development.

References

Mane, M. S. B. (2025). Teachers' readiness and the integration of technology in teaching. Educational Research (IJMCER), 7(3), 260–290.

Arrasyid, A. K., Herpratiwi, H., Sinaga, R. M., & Fitri, D. M. (2025). Transformation of traditional learning models in elementary schools in Lampung Province: An adaptation approach. Jurnal Pendidikan Progresif, 15(2), 1310–1327. https://doi.org/10.23960/jpp.v15i2.pp1310-1327

Al Abri, M. H., Al Aamri, A. Y., & Elhaj, A. M. A. (2024). Enhancing student learning experiences through integrated constructivist pedagogical models. European Journal of Contemporary Education and E-Learning, 2(1), 130–149. https://doi.org/10.59324/ejceel.2024.2(1).11

Aspandi, A., & Muttaqin, M. A. (2025). Transforming teacher roles in Indonesia's digital era: Enhancing learning effectiveness and student engagement. Journal of General Education and Humanities, 4(4), 1495–1510. https://doi.org/10.58421/gehu.v4i4.616

Dogan, M., & Arslan, H. (2025). Generation X and Y teachers' perceptions of digital pedagogy: A Turkish case study. Journal of Digital Pedagogy, 4(1), 70–82. https://doi.org/10.61071/JDP.2551

Oguntoye, L. A. (2024). Teachers' perceptions of teacher leadership and teacher digital pedagogy in a digital learning environment: A qualitative descriptive study.

Blyznyuk, O., Kachak, T., Blyznyuk, T., & Nazaruk, S. K. (2025). Quality education in the digital age: Adapting to 21st century primary school learners. Journal of Vasyl Stefanyk Precarpathian National University, 12(1), 58–68. https://doi.org/10.15330/jpnu.12.1.58-68

Jibril, M., & Adedokun-Shittu, N. A. (2024). Enhancing education: A comprehensive framework for integrating technological pedagogical content knowledge (TPACK) into teaching and learning. Indonesian Journal of Multidisciplinary Research, 4(1), 181–188. https://doi.org/10.17509/ijomr.v4i1.72044

Tsaqilan, F. Q., & Sumarlan, I. (2025). Reconstructing teachers' communication styles in teaching Generation Z: A digital pedagogy perspective. Fast in Humanities, 1(1), 33–45.

Oshowole, S. A. (2024). Barriers impacting the integration of classroom technology in primary schools in Lagos, Nigeria.

Runge, I., Lazarides, R., Rubach, C., Richter, D., & Scheiter, K. (2023). Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers' digital competence-related beliefs in empowering learners. Computers & Education, 198, 104761. https://doi.org/10.1016/j.compedu.2023.104761

Kumar, M., & Mamgain, P. (2023). Generation-Z student video-based learning pedagogy preference and teaching challenges. In Redefining virtual teaching learning pedagogy (pp. 155–167). https://doi.org/10.1002/9781119867647.ch9

Huda, M. (2024). Between accessibility and adaptability of digital platform: Investigating learners' perspectives on digital learning infrastructure. Higher Education, Skills and Work-Based Learning, 14(1), 1–21. https://doi.org/10.1108/HESWBL-03-2022-0069

Erişen, Y., & Bavlı, B. (2024). Can we really teach the Generation Z? Opportunities and challenges at secondary level. Qualitative Research Journal. https://doi.org/10.1108/QRJ-03-2024-0060

Bećirović, S. (2023). What is digital pedagogy? In Digital pedagogy: The use of digital technologies in contemporary education (pp. 1–13). Springer. https://doi.org/10.1007/978-981-99-0444-0_1

Wang, C., Chen, X., Yu, T., Liu, Y., & Jing, Y. (2024). Education reform and change driven by digital technology: A bibliometric study from a global perspective. Humanities and Social Sciences Communications, 11(1), 1–17. https://doi.org/10.1057/s41599-024-02717-y

Mhlongo, S., Mbatha, K., Ramatsetse, B., & Dlamini, R. (2023). Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review. Heliyon, 9(6). https://doi.org/10.1016/j.heliyon.2023.e16348

Pramesworo, I. S., Sembiring, D., Sarip, M., Lolang, E., & Fathurrochman, I. (2023). Identification of new approaches to information technology-based teaching for successful teaching of millennial generation entering 21st century education. Jurnal Iqra': Kajian Ilmu Pendidikan, 8(1), 350–370. https://doi.org/10.25217/ji.v8i1.2722

Aldino, A. A., Tsai, Y. S., Gupte, S., Henderson, M., Nath, D., Gašević, D., & Chen, G. (2025). Analytics of learner-centered feedback: A large-scale case study in higher education. Computers and Education, 237, 105360. https://doi.org/10.1016/j.compedu.2025.105360

Timotheou, S., Miliou, O., Dimitriadis, Y., Villagrá Sobrino, S., Giannoutsou, N., Cachia, R., Martínez Monés, A., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8

Mayildurai, R., Karthik, K., Ashokkumar, R., & Daniel, S. (2024). Teaching methodologies for engaging Generation Z learners: Strategies, challenges, and implications. In Transforming education for the 21st century: Innovative teaching approaches (p. 152).

Sigalla, L. E., & Kimario, H. F. (2025). Customizing classrooms: How teachers can adapt education to fit student needs. European Journal of Contemporary Education and E-Learning, 3(3), 38–59. https://doi.org/10.59324/ejceel.2025.3(3).04

Wajdi, M., Susanto, B., Sumartana, I. M., Sutiarso, M. A., & Hadi, W. (2024). Profile of Generation Z characteristics: Implications for contemporary educational approaches. Kajian Pendidikan, Seni, Budaya, Sosial dan Lingkungan, 1(1), 33–44. https://doi.org/10.58881/kpsbsl.v1i1.8

Sabri, S. M., Ismail, I., Annuar, N., Abdul Rahman, N. R., Abd Hamid, N. Z., & Abd Mutalib, H. (2024). A conceptual analysis of technology integration in classroom instruction towards enhancing student engagement and learning outcomes. Integration, 9(55), 750–769. https://doi.org/10.35631/IJEPC.955051

Binabise, N. J. P., Cariaga, J. A. S., Peralta, E. A., Palabay, R. J. O., & Ancheta, O. J. (2024). My ideal teacher: The Gen Z's choice. Diversitas Journal, 9(4). https://doi.org/10.48017/dj.v9i4.3101

Lu, H.-P., & Wang, J.-C. (2023). Exploring the effects of sudden institutional coercive pressure on digital transformation in colleges from teachers' perspective. Education and Information Technologies, 28(12), 15991–16015. https://doi.org/10.1007/s10639-023-11781-x

Lu, B., & Hanim, R. N. (2024). Enhancing learning experiences through interactive visual communication design in online education. Eurasian Journal of Educational Research, (109).

Martinez, M. E., & Gomez, V. (2025). Active learning strategies: A mini review of evidence-based approaches. Acta Pedagogia Asiana, 4(1), 43–54. https://doi.org/10.53623/apga.v4i1.555

Tanaka, E. R. (2025). Digital minimalism for beginners: Break free from tech overload, reclaim your focus, and simplify your life in a noisy world. Benjamin Bautista.

Kosgei, A. J., Kipkoech, L., & Limo, A. (2023). The availability of infrastructure to support digital learning in public universities during the post COVID-19 era in Uasin Gishu County, Kenya. Journal of Research in Education and Technology, 1(1), 47–59.

Pons, M., Valenzuela, E., Rodríguez, B., Nolazco-Flores, J. A., & Del-Valle-Soto, C. (2023). Utilization of 5G technologies in IoT applications: Current limitations by interference and network optimization difficulties—A review. Sensors, 23(8), 3876. https://doi.org/10.53623/apga.v4i1.555

Nwakoby, C. S., & Iloka, P. C. (2025). Regulatory challenges in implementing digital education in Anambra State for sustainable development. Unizik Journal of Educational Laws and Leadership Studies, 1(1).

Suchita, G. S., Devi, S., Pal, S., & Mahajan, R. (2023). Exploring effective strategies for integrating technology in teacher education. European Chemical Bulletin, 12(12), 746–755.