Session Report: “Gen Z Decoded: Who Are We Teaching Today?”

Date : 17th July 2025

A thought-provoking session titled “Gen Z Decoded: Who Are We Teaching Today?” was conducted for teachers to better understand the learners they interact with daily—Generation Z. The session focused on unpacking Gen Z’s defining traits and reflecting on how teaching approaches can evolve to meet their needs. The session was facilitated by the counselling unit.

The session began with an engaging icebreaker where teachers were asked to write down one trait of Gen Z and one trait they had as students. This activity revealed interesting commonalities and contrasts, prompting a lively discussion about how the classroom environment and student profiles have shifted over time.

This naturally led into a Then & Now activity comparing classrooms of the 2000s with those of today. Teachers observed key changes in technology use, student behaviour, and learning expectations. The conversation transitioned into a focused exploration of Gen Z characteristics—such as being digital natives, socially aware, anxious but idealistic, seek stability but also want flexibility—followed by a discussion on the unique challenges and opportunities they face.

The session concluded with group discussions on “What’s working, what’s not?” in current classrooms. Teachers reflected on practices that resonate with Gen Z, such as relevance, flexibility, and emotional safety, and recognized that traditional, rigid methods may fall short. Emphasis was placed on the idea that there are no absolute right or wrong answers—only evolving approaches that respond to who we are teaching today.

Takeaways –

The icebreaker and comparative activities prompted teachers to reflect on how much the educational landscape has shifted. This reflection showed that many of the strategies used even a decade ago may no longer be effective or relevant. The session emphasized that there are no fixed answers—only thoughtful responses. Teachers must be open to experimentation, dialogue, and learning from their students as much as teaching them.

Perhaps the most powerful takeaway is that we may no longer have the luxury of asking “Do we need to change?” The real question is “How can we adapt meaningfully?” The session served as a map—reflecting current realities and pointing toward possible ways. The choice to change is no longer about preference; it’s about purpose.