Learning Expectations in New Students Born in 2000, from a Private University

Abstract

Introduction: This work includes a theoretical review of the learning processes in groups that are currently at university or college, what has been dubbed as generation Z or post-millennial. Objective: To inquire into the learning process of post-millennial students according to their generational characteristics. Method: Through our own prepared online questionnaire, an exploratory study was carried out on a hundred new students from 31 undergraduate programs. This represented 50% of the students enrolled for that time period, with 53 of them women and 47 of them men (born in the year 2000). We inquired about the expectations of their teachers, how their subjects were taught, the content of their courses, the relationship with their parents, and the way in which social networks are used. From the results, we made a basic frequency analysis. Results: Students of this generation perceive themselves as innovative and creative, hence they expect the same from their academic environment and relationship with their professors. It was discovered that the role of the teacher is more of a process facilitator than a lecturer who conveys concepts. As such, there is a need to incorporate new educational strategies, as well as possibly transforming the theoretical subjects into practices to maintain their validity in a technological world. Conclusions: The formal educational processes must take generational characteristics, individual expectations, and social circumstances into account. We understand there is a challenge in the learning process. Namely, combining the interests of the adult world (job performance, efficiency, discipline, perseverance, and determination) with those of a generation that identifies as innovative, supportive and creative, but who at the same time lack the necessary habits in order to develop such attitudes.