PERCEPTIONS AND EXPERIENCES OF GENERATION Z BSN STUDENTS REGARDING CONTEMPORARY TEACHING AND LEARNING STRATEGIES: A LITERATURE REVIEW

Abstract

Background: Generation Z (Gen Z) BSN students demonstrate distinct learning preferences, including a strong reliance on digital technologies, a favor for interactive learning, and a need for conceptual-based learning. These preferences should be understood within a learner-centered pedagogical framework.

Methodology:  A systematic search was conducted in Google Scholar, CINAHL, ScienceDirect, and PubMed using database-specific keywords and controlled vocabulary. Boolean operators (AND/OR) were applied to refine results.

Studies were filtered by year, language, and relevance, followed by title and abstract screening. Non-relevant articles, duplicates, and non-empirical papers were excluded. Initially 4,980 studies were identified, a total of 31 articles were selected from 2016 to 2026 and included in the review.

Key findings: The findings indicate that Gen Z BSN students prefer multimodal and interactive teaching strategies. They also favor technology-driven learning methods which result in higher level of engagement and understanding e.g. flipped classes, simulation-based learning, problem-based learning. Nevertheless, excessive reliance on digital tools and artificial intelligence were discouraged as they may reduce critical thinking and contribute social isolation.

Conclusion: A shift to student-centered and technology-based teaching strategies in nursing education is needed. By aligning teaching methods preferred with the Gen Z learning features, there is a possibility to improve the engagement, concept- based learning, critical thinking, and clinical preparedness