Adapting educational practices for Generation Z
Integrating metacognitive strategies and artificial intelligence
Bibliographic Data
| ID | 22166348 |
|---|---|
| Authors | Sarah Chardonnens (0000-0001-6358-5753, University of Fribourg, corresponding author) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-01-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1504726 |
| OpenAlex | W4406808773 |
| Language | EN |
| Citations received | 9 |
| References cited | 19 |
The educational landscape is evolving rapidly due to the technological transformations brought by the digital age, necessitating innovative approaches to engage Generation Z learners. This study explores the specific educational needs of Generation Z, defined as individuals born between 1997 and 2012, and examines the role of metacognitive strategies and artificial intelligence (AI) in enhancing their learning experiences. A systematic literature review was conducted using academic databases such as Google Scholar, Scopus, and PsycINFO to identify 121 relevant studies published between 2000 and 2024. The review focused on research articles that addressed motivation, engagement, self-regulation, and cognitive processes in digital learning environments. The results reveal that active learning strategies such as project-based learning and formative assessment significantly enhance engagement and autonomy in Generation Z students. Furthermore, the integration of AI technologies provides personalized learning paths and real-time feedback, supporting self-regulated learning. However, over-reliance on AI poses risks to the development of critical thinking and self-regulatory skills. The study concludes by proposing a balanced approach to AI integration, suggesting that it should complement human guidance to foster holistic student development. Future research should explore the long-term effects of AI on cognitive development and the design of inclusive AI tools that cater to diverse learners
Cognition · Metacognition · Computer Science · Creativity in Education and Neuroscience · Generational Differences and Trends · Psychological and Educational Research Studies · Psychology · Artificial Intelligence
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Academic Digital Information Hoarding among Generation Z Students
A Comprehensive Bibliometric-Systematic Literature Review (B + SLR) of Microlearning Research
Facilitators’ perspectives on a pre-matriculation program in basic biomedical sciences for medical students
A scoping review of dialogic formative feedback practices in higher education
Exploring Generation Z’s Acceptance of Artificial Intelligence in Higher Education
Generalized AI reliance and academic procrastination among college students
Enhancing University EFL Learners' Writing Performance
Fostering Cultural Safety Through AI-Based Simulations
Cognitive control in media multitaskers
Prisma2020
The Development of Academic Self-Efficacy
Metacognitive theories
Smartphones and Cognition
Cognitive Theory of Multimedia Learning
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
Intrinsic Motivation and Self-Determination in Human Behavior
IGen
Mindfulness meditation improves cognition
The shallows. What internet is doing to our brains
Systematic review of research on artificial intelligence applications in higher education – where are the educators
Digital Natives, Digital Immigrants Part 1
The Power of Feedback
Becoming a Self-Regulated Learner
Towards artificial intelligence-based assessment systems
| Citations per year | 9 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |