<![CDATA[This study aims to analyze the extent to which these beliefs influence their choices of strategies, techniques, learning materials, and assessment instruments in language teaching. The research employed a descriptive quantitative design with interpretive qualitative analysis, using an online Likert-scale questionnaire (1–5) distributed to students of the Indonesian Language and Literature Education Program at Universitas Bung Hatta. The instrument covered five domains: the role of the language teacher, teaching strategies and techniques, material selection, evaluation and assessment, and perceptions of Generation Z teachers. Findings reveal that all domains scored above 4.0, indicating high levels of pedagogical belief and confidence. Respondents preferred collaborative and project-based learning, authentic materials, and feedback-driven formative assessment. These results suggest that Generation Z pre-service teachers possess a pedagogical orientation aligned with 21st-century learning paradigms, reflecting their technological adaptability and reflective awareness as future educators in a digitalized educational landscape.]]>
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