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All Journal Tadbir : Jurnal Studi Manajemen Pendidikan Journal of Educational Management Research
Pradana, Arga
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Exploring the Professional Development of Generation Z Teachers: A Qualitative Case Study on Enhancing Digital-Based Learning in Elementary Schools Pradana, Arga; Santosa, Achadi Budi; Hidayati, Dian
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v9i2.14492

Abstract

This study explores the development of professionalism among Generation Z (Gen Z) teachers in enhancing the quality of digital-based learning in elementary schools. The research focuses on their adaptability, digital competence, and innovative teaching strategies in the context of rapidly evolving educational practices. Using a qualitative case study design, data were collected through in-depth interviews with Gen Z teachers at SD Muhammadiyah and analyzed to reveal patterns of digital pedagogy. The findings indicate that Gen Z teachers demonstrate strong digital literacy, actively employing interactive presentation applications, online learning platforms, and educational social media to enrich the learning process. Their professionalism is reflected in their commitment to self-directed learning, collaboration with colleagues, and reflective teaching practices. Supporting factors for professional development include institutional support, participation in teacher learning communities, and continuous training opportunities. However, challenges remain, particularly limited school facilities and students’ diverse adaptability to digital environments. This study contributes to the discourse on teacher professionalism by emphasizing the pivotal role of Gen Z teachers in advancing digital pedagogy. It concludes that Gen Z teachers possess considerable potential to improve learning quality through digital innovation, yet sustained institutional support is crucial to maximize their impact.
Digital Pedagogical Practices of Generation Z Teachers in Primary Education: A Qualitative Study Pradana, Arga; Santosa, Achadi Budi; Hidayati, Dian
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.1826

Abstract

This study aims to analyze the digital pedagogical practices of Generation Z teachers in primary education, focusing on how they design, implement, and adapt digital-based learning, as well as the challenges they encounter. A qualitative case study approach was employed, involving five Generation Z teachers. Data were collected through semi-structured interviews, field notes, and documentation, and analyzed using thematic analysis to identify key patterns in instructional design, technology integration, and professional attitudes. The findings reveal that Generation Z teachers actively utilize digital platforms for learning management, assessment, and instructional media, demonstrating creative, flexible, and student-centered approaches. However, challenges remain, including limited infrastructure, unequal access to professional training, and time management constraints. The study implies that effective digital pedagogy among Generation Z teachers is shaped by the integration of pedagogical competence, digital literacy, and adaptive professional attitudes, highlighting the need for continuous support in infrastructure and professional development.
Co-Authors Achadi Budi Santosa Hidayati, Dian