Palankios studijų aplinkos poreikis: Z kartos atvejis

LTPublikacijoje atkreiptas dėmesys į XX amžiaus pradžioje atsiradusią „naująją“ aukštojo mokslo paradigmą, remiantis kuria turėjo išaugti studento / besimokančiojo vaidmuo mokymo procese. Ši paradigma buvo išplėtota XXI amžiuje remiantis Bolonijos procesu, ypač Leveno ir naujojo Luveno komunikatuose (2009). Pagal šią paradigmą Europos mokslo erdvėje studijų programų tikslas turi būti į studentą orientuotas mokymas. Straipsnyje nuosekliai aptartos į studentą orientuotos studijos; dėstytojų ir studentų tarpusavio santykiai ir vaidmenys mokymo procese; studijų aplinkos: infrastruktūra ir mokymosi erdvės; pristatoma šiuo metu aukštosiose mokyklose besimokanti Z karta ir aptariami 2018 metais publikacijos autorių atlikto originalaus empirinio tyrimo rezultatai. [Iš leidinio]Reikšminiai žodžiai: Darbas grupėse; Individualus darbas; Individualus darbas ir darbas grupėse; Lūkesčiai; Mokymo metodai; Vertybės; Z karta; Į studentą orientuotas mokymas; Expectations; Generation Z; Group work; Individual and group work; Individual work; Individual work and work in groups; Learning methods; Student orientated teaching; Student oriented learning; Student-centered learning; Teaching methods; Values.

ENAt the end of the twentieth century and the beginning of the twenty-first century, there was a shift in the paradigms of university science with the main focus switching from teacher to student. Student-centered studies are based on several principles (Guščinskienė, Čiburienė, 2018): teaching that requires constant reflection, no one-size-fits-all teaching method, and students possessing individual needs and interests. With the help of them, a choice in the study process emerges with the focus on students’ knowledge; learners gain control over learning and students get empowered in the learning process (non-repetition of knowledge/information) by their collaboration with administration. Generational values, expectations, thinking, learning, and decision-making are different as well as academic needs. The Generation Z’s social media and smart technology skills are significantly higher than those of previous generations. They seek to turn their hobby into a major source of livelihood and value personal rather than authoritybased experiences. The research problem: although the paradigm of university science is in constant dynamics, Generation Z poses an exceptional demand for a favorable environment in higher education. The research object: the attitude of the Generation Z towards the study environment in higher education. The aim of the research: to discuss the specific needs of the Generation Z students and their views on the study environment after conceptualizing studentcentered studies and based on the results of the research completed in December 2018. The research methods: the analysis of scientific literature, semi-structured interview, systematization, and interpretation.The research identified the following: 1) In teacher-centered studies, the teacher was the key player in the teaching process, and as the paradigm of university science changed, the studies became student-centered. Obviously, the teaching methods also change during and after lectures and lessons. Moreover, they include more short discussions, quizzes, role-plays, reflections, post-lecture individual projects, group discussions, and debates. 2) As the study paradigms change, the infrastructure of the university and its supply with modern technologies are changing too. For example, learning spaces are adapted for lectures, small group work, pair work and individual work. 3) Generation Z (1994-2012) are experts in technology; a smartphone is prime for meeting their virtual space needs; they think globally, they create awesome products, they have a heart for business and career, they are activists, dreamers, visionaries who easily pursue business management, psychology, education, systems development, training and development in education. 4) The Generation Z students would benefit from the university study environment if the study was mainly focused on individualized teaching methods and based on practice and applicability of theoretical knowledge; if lecturers loved their work, were motivated, knowledgeable about various teaching methodologies, and were not only professionals, but also communicative, willing to consult, and able to communicate respectfully with students, tolerant and empathetic; if the university infrastructure were technologically advanced, ergonomic, had wireless internet and was available everywhere; if the study material was accessible online. [From the publication]