<![CDATA[While technology can support learning, it can also disrupt concentration, time management, and study consistency. This is especially complex for elementary school students, as their self-regulation skills are still developing and require habit-building, guidance, and family involvement. This study analyzes the learning attitudes and habits of Gen Z elementary school students in the digital era in Rejang Lebong Regency. The study used a qualitative case study design. Participants included eight teachers and twelve elementary school students, selected through snowball sampling. The researcher collected data through semi-structured interviews. The researcher analyzed the data in four stages: coding; description and classification based on thematic codes; interpretation based on identified themes; and data presentation and visualization. To ensure data accuracy, the researcher extended the duration and improved the quality of interviews when the data were insufficient; the researcher also employed source triangulation. The results reveal disparities in the learning attitudes and habits of Gen Z elementary school students, characterized by two primary patterns. Some students showed discipline, responsibility, independence, learning awareness, and effective time management, while others lacked discipline, were passive, and struggled to manage their study time effectively. These differences indicate that Gen Z learning characteristics are not homogeneous but shaped by the interplay of family environments, parenting styles, and technology use. These findings underscore the importance of strengthening family support and providing guidance on technology use as strategies to foster more adaptive and effective learning attitudes and habits among Gen Z students]]>
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