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All Journal Journal of Elementary and Secondary School (JESS) Advanced Qualitative Research (AQR)
John Frederick B Tesoro
Laguna State Polytechnic University
Education Social Sciences Other

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Bridging Generations: Lived Experiences of Seasoned Faculty Members in Adapting to Gen Z’s Learning Behaviors Karen A Manaig; John Frederick B Tesoro; Melvin T Guache; Chester Alexis C Buama
Journal of Elementary and Secondary School Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i1.4243

Abstract

This transcendental phenomenological study explored the lived experiences of seasoned faculty members in adapting to the learning behaviors of Generation Z (Gen Z) students. Ten higher education instructors from one state university, each with at least ten years of continuous teaching experience, were purposively selected as participants. Data were gathered through semi-structured interviews designed to elicit in-depth reflections on their teaching encounters, challenges, and adaptive strategies in addressing the unique characteristics of Gen Z learners. Analysis of the interview data revealed three overarching themes: (a) the evolving learning characteristics and challenges of Gen Z students, (b) adaptive and engaging teaching practices for Gen Z learners, and (c) the effectiveness and responsiveness of adaptive teaching strategies. From these themes, the SAIL Metaphorical Framework was developed to conceptualize effective teaching for Gen Z learners, encompassing four key components: S – Student Characteristics, A – Adaptive Teaching, I – Instructional Effectiveness, and L – Learning Journey. The findings highlight those Gen Z learners’ short attention spans, digital dependence, and varied social behaviors necessitate adaptive, technology-integrated, and student-centered instructional approaches. Seasoned faculty members play a crucial role in bridging generational learning gaps through continuous reflection, innovation, and responsiveness to learner diversity. Ultimately, adaptive teaching emerges as both a pedagogical approach and a transformative process of professional growth, enabling educators to create meaningful and lasting learning experiences that align with the evolving needs of Generation Z students.
Lived Experiences of Social Studies Teachers Conducting Hybrid Classes amidst COVID-19 Pandemic King Arnold C Satsatin; Jeoffrey C Latayan; Francisco P. Panopio Jr.; Sherwin B Sapin; John Frederick B Tesoro
Advanced Qualitative Research Vol. 1 No. 2 (2023): Advanced Qualitative Research
Publisher : RSF Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/aqr.v1i2.1589

Abstract

This phenomenological qualitative research study aimed to investigate the lived experiences of social studies teachers in a hybrid learning class amidst COVID–19 pandemic. There were five participants who were purposive and selected. Interviews were recorded, transcribed, and thematically analysed. Based on the findings, sixteen subthemes and four major themes emerged, and these are: Challenges in Hybrid Learning, Stability of Internet Connection, Necessary Support from Administration, and Coping Mechanisms of the Teachers. It was revealed that the teachers faced challenges in the delivery of hybrid learning classes, such as quality of equipment class, equipment, internet connectivity, preparation of instructional materials, and motivation techniques to be used in everyday classes. However, the school took action by providing basic computer equipment like speakers and headsets, internet providers and some materials they needed for teaching. In this new normal, flexibility, adaptability, adjustments, and considerations are needed based on how one understands, responds, and manages an ever-changing environment. It is recommended that the school administration intensify their assistance and provide high-quality equipment, complete materials and various trainings for their hybrid learning teachers. In online classes of hybrid learning, the teachers need to think of varied motivational techniques that will make the students active participants. Teachers may also need to attend webinars and training on the new strategies for conducting hybrid classes to enhance their skills in teaching online and face-to-face classes at the same time. Future researchers may conduct further studies using other research designs.
Co-Authors Chester Alexis C Buama Francisco P. Panopio Jr. Jeoffrey C Latayan Karen A Manaig King Arnold C Satsatin Melvin T Guache Sherwin B Sapin