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.

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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

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