Iranian Teachers' Lived Experiences in Educating Generation Z: Challenges and Opportunities

Document Type : Original Article

Author

PhD in Educational Management, Allameh Tabatabaei University, Tehran, Iran

Abstract

Generation Z students have great potential to transform the education system due to their mastery of technology, preference for interactive learning, and social values, but Iranian teachers face numerous challenges in educating this generation. This phenomenological study aimed to examine the characteristics of Generation Z, the challenges, and opportunities teachers face in educating this generation, and studied the lived experiences of teachers in Tehran. Data were collected through semi-structured interviews with 15 teachers from public and private high schools in Tehran’s 1st and 2nd districts and analyzed using thematic analysis in MAXQDA software. Findings indicate characteristics such as technology dependence and preference for project-based learning, and challenges such as infrastructural limitations, cultural mismatch, and teacher stress that threaten the quality of education. Opportunities such as professional development, use of new technologies, and systemic supports were also identified. Suggestions include designing interactive educational content, strengthening teachers’ professional training, and providing digital infrastructure. This study responds to the basic needs of the education system in improving the quality of education for Generation Z by providing practical solutions for empowering teachers.

Keywords

References

Amani, H., Motlabi Nejad, A., Chupani, F., & Zare Gachi, M. (2024). A systematic analytical review of the effects of using ChatGPT in education. Technology and Scholarship in Education, 4(2), 9-23. https://doi.org/10.30473/tedu.2024.70960.1136[In Persian].
Dashtestani, R., & Hojatpanah, S. (2022). Digital literacy of EFL students in a junior high school in Iran: voices of teachers, students and Ministry Directors. Computer Assisted Language Learning, 35(4), 635-665[In Persian].‏
 
 
Ebrahimi, Z., Borzooian Shirvan, S., Abbaspour, A., Taheri, M. and Zarei Zwarki, I. (2025). Developing and validating a model for the quality of primary education with an emphasis on the role of emerging technologies: a mixed approach. Educational Technologies in Learning, doi: 10.22054/jti.2025.84549.1556[In Persian].
Jafari, E. (2024). The challenges and strategies in Iranian higher education: the post-COVID age. Educational Research for Policy and Practice, 23(1), 135-156.‏ https://doi.org/10.1007/s10671-023-09357-0 [In Persian].
Mohammadi, M., & Moradi, K. (2017). Exploring change in EFL teachers’ perceptions of professional development. Journal of Teacher Education for Sustainability, 19(1), 22.‏ https://doi.org/10.1515/jtes-2017-0002[In Persian].
Moosavi, S., Gholamnejad, H., Hassan Shiri, F., & Ghofrani Kelishami, F. (2022). Challenges of virtual education during the pandemic of COVID-19: A qualitative research. Iran Journal of Nursing, 35(135), 94-105.‏https://doi.org/10.32598/ijn.35.135.3030[In Persian].
Sarmadi, M. R., & Salmani Keleh, S. (2025). Analyzing the epistemological components of the third generation of distance education. Technology and Scholarship in Education, 5(2), 23-38. https://doi.org/10.30473/t-edu.2025.72974.1226[In Persian].
Tohidian, I., Khorsandi Taskoh, A., & Abbaspour, A. (2023). Urgent changes to be made in Iran’s primary education: Voices from teachers. ECNU Review of Education, 6(3), 485-497.‏ https://doi.org/ 10.1177/20965311221085980[In Persian].
Aghaz, A., Salmasi, S. D., & Mirzaee, M. (2025). Cultural Values and Gender Differences in the Association between Iranian University Professors' Authenticity and Generation Z Students' Intention to Migrate. European Journal of Education, 60(3), e70212.‏ https://doi.org/10.1111/ejed.70212
Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alqahtani, R. H. A. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in society, 63, 101317.‏ https://doi.org/10.1016/j.techsoc.2020.101317
Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438.‏ https://doi.org/10.3390/su12208438
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. (ISBN: 9780674224575)
Bucăţa, G. (2023). Challenges at the Educational Level in the Teaching and Training of Generation" Z". Bialystok Legal Studies/Bialostockie Studia Prawnicze, 28(4).‏
Carter, T. (2018). Preparing Generation Z for the teaching profession. SRATE Journal, 27(1), 1-8. https://apastyle.apa.org/style-grammar-guidelines/references/examples/journal-article-references
Chan, C. K. Y., & Lee, K. K. (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers? Smart learning environments, 10(1), 60.‏
Chardonnens, S. (2025, January). Adapting educational practices for Generation Z: integrating metacognitive strategies and artificial intelligence. In Frontiers in Education (Vol. 10, p. 1504726). Frontiers. https://doi.org/10.3389/feduc.2025.1504726
Chicca, J., & Shellenbarger, T. (2020). Generation Z: Approaches and teaching-learning practices for nursing professional development practitioners. Journal for Nurses in Professional Development, 36(5), 250-256. https://doi.org/10.1097/NND.0000000000000658
Dania, T., Chladkova, H., Duda, J., Kožíšek, R., & Hrdličková, A. (2023). The motivation of generation Z: A prototype of the Mendel University student. The International Journal of Management Education, 21(3), 100891. https://doi.org/10.1016/j.ijme.2023.100891
Elizelle, C. (2017). The challenge of teaching generation Z. PEOPLE. International Journal of Social Sciences, 3(1), 188-198.‏
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
 Francis, T., & Hoefel, F. (2018). True Gen’: Generation Z and its implications for companies. McKinsey & Company, 12(2), 1-10.‏https://www.mckinsey.com/industries/consumer-packaged-goods/our-insights/true-gen-generation-z-and-its-implications-for-companies
García-Álvarez, D., Soler, M. J., Cobo-Rendón, R., & Hernández-Lalinde, J. (2023). Teacher professional development, character education, and well-being: multicomponent intervention based on positive psychology. Sustainability, 15(13), 9852.‏ https://doi.org/10.3390/su15139852
Goh, E., & Okumus, F. (2020). Avoiding the hospitality workforce bubble: Strategies to attract and retain generation Z talent in the hospitality workforce. Tourism Management Perspectives, 33, 100603. https://doi.org/10.1016/j.tmp.2019.100603
Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261-293.‏ https://doi.org/10.1080/09588221.2018.1504083
Hendrastomo, G., & Januarti, N. E. (2023). The characteristics of Generation Z students and implications for future learning methods. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 9(2), 484-496. https://doi.org/10.33394/jk.v9i2.7745 
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.‏ (ISBN: 9780132952613)
Livingstone, S. (2018). IGen: why today’s super-connected kids are growing up less rebellious, more tolerant, less happy–and completely unprepared for adulthood.‏ https://doi.org/10.1080/17482798.2017.1417091
Marin, L. (2023). The future is teaching: Supporting Gen Z pre-service teachers in educator preparation programs. Kentucky Journal of Mathematics Teacher Education, 2(1), 1-15.
Mayildurai, R., Karthik, K., Ashokkumar, R., & Daniel, S. (2024). Teaching Methodologies for Engaging Generation Z Learners: Strategies, Challenges, and Implications. Transforming Education for the 21st Century-Innovative Teaching Approaches; OrangeBooks Publication: Bhilai, India, 152.‏
Mohr, K. A. J., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning environment. Journal on Empowering Teaching Excellence, 1(1), 9-26. https://doi.org/10.15142/T3M05T
Onjewu, A. K., Godwin, E. S., Azizsafaei, F., & Appiah, D. (2024). The influence of technology use on learning skills among generation Z.‏ https://doi.org/10.1177/09504222241263227
Parthiban, G. (2025) DIGITAL STRESS IN TEACHER EDUCATION: AN ANALYTICAL STUDY OF INTERNET ANXIETY AMONG PRE-SERVICE TEACHERS.‏ ISSN:2277-7881.
Quimpan, M. P., & Bauyot, M. M. (2025). Digital Natives in the Classroom: A Case Study on the Integration of Innovative Management Practices to Enhance the Teaching Performance of Generation Z Teachers. E- ISSN: 2980-4760
Reyes, A., Galvan Jr, R., Navarro, A., Velasquez, M., Soriano, D. R., Cabuso, A. L. ... & Tiongco, R. E. (2020). Across generations: defining pedagogical characteristics of generation X, Y, and Z allied health teachers using Q-methodology. Medical science educator, 30(4), 1541-1549.‏ https://doi.org/10.1007/s40670-020-01043-7
Rickes, P. C. (2016). Generations in flux: How Gen Z will continue to transform higher education space. Planning for Higher Education Journal, 44(4), 21-33. https://www.scup.org/resource/generations-in-flux/
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Seemiller, C., & Grace, M. (2016). Generation Z goes to college. John Wiley & Sons.‏
Seemiller, C., & Grace, M. (2016). Generation Z goes to college. Jossey-Bass. (ISBN: 9781119143451; No DOI, but highly cited foundational work)
Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z's critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85-88.‏ https://doi.org/10.1016/j.teln.2020.09.002
Selingo, J. J. (2018). The new generation of students: How colleges can recruit, teach, and serve Gen Z. The Chronicle of Higher Education. https://www.chronicle.com/article/the-new-generation-of-students/
Sethi, R. (2019). Teaching generation Z: challenges in the contemporary classroom. Journal of Teaching English Language and Literature, 16.‏
Shatto, B., & Erwin, K. (2020). Teaching millennials and generation Z: Bridging the generational divide. Creative Nursing, 26(1), 24-29. https://doi.org/10.1891/1078-4535.23.1.24
Suyatno, S., Pambudi, D. I., Wantini, W., Haryadi, D., Hendra, H., & Naini, R. (2025). How Do Gen Z Teachers Develop Their Intrapersonal Skills? Evidence from Indonesia. Educational Process: International Journal, 14, e2025016.‏ https://www.ceeol.com/search/article-detail?id=1338462
Thaha Abdullateef, S. (2021). Remote learning: Fostering learning of 21st century skills through digital learning tools. Arab World English Journal (AWEJ) Special Issue on CALL, (7). Available at SSRN: https://ssrn.com/abstract=3905640
Trevino, N. (2018). The arrival of generation Z on college campuses.‏
Turner, A. (2015). Generation Z: Technology and social interest. The Journal of Individual Psychology, 71(2), 103-113. https://doi.org/10.1353/jip.2015.0021
Wang, L., Gooi, L. M., & GAO, J. (2024). A Study of Digital Divide Issues and Impact on Educational Opportunities among Z Generation in Guizhou Province. Journal of Social Science Humanities and Literature, 7(6), 83-89.‏ https://doi.org/10.53469/jsshl.2024.07 (06).14
Yalçin-Incik, E., & Incik, T. (2022). Generation Z Students' Views on Technology in Education: What They Want What They Get. Malaysian Online Journal of Educational Technology, 10(2), 109-124.‏

Files

History

  • Receive Date: 27 September 2025
  • Revise Date: 30 October 2025
  • Accept Date: 06 January 2026
  • First Publish Date: 10 January 2026
  • Publish Date: 22 June 2026

Share

How to cite

Statistics