Reconstruction of Generation Z's Learning Strategies through a Real-Life-Based Microlearning Approach in an Educational Perspective

Abstract

Changes in the characteristics of students in the digital era require a reconstruction of learning strategies that are more flexible, contextual, and in accordance with the needs of the new generation. Generation Z as a group of learners who grow with the development of digital technology has different learning characteristics compared to the previous generation, especially in terms of preference for access to fast, visual, interactive, and real-life information. However, conventional educational practices still maintain a learning pattern based on long and memorization-oriented material delivery, which has the potential to cause low student engagement and meaningful learning. This article aims to analyze the microlearning approach as an alternative pedagogical strategy in creating a more meaningful learning experience for Generation Z through the integration of learning materials in small units that are focused, contextual, and applicative. This study uses a literature review method by analyzing various empirical studies related to microlearning, digital learning, student engagement, and learning characteristics of Generation Z. The results of the study show that microlearning has the potential to increase learning motivation, knowledge retention, learning flexibility, and cognitive and emotional involvement of students when designed with the principles of context relevance, interactivity, quick feedback, and connectedness to real-life experiences. This approach not only functions as a material simplification strategy, but also as a new paradigm in building adaptive learning to the needs of 21st-century students. The implementation of microlearning needs to be directed not only to follow technological trends, but to be part of a pedagogical design that places students as active subjects in the process of knowledge construction.