Abstract
University education plays a crucial role in the development of young individuals, serving as a vital foundation. However, it is not uncommon for there to be a concealed sense of discontentment regarding the quality of services provided by universities. Because of Generation Z (Gen Z) members particular traits, traditional methods to course design are sometimes criticized for being excessively theoretical and disconnected from reality. The suggested set of guidelines reverses the conventional training cycle to solve these problems by beginning with a study of Generation Z students' requirements and preferences. To engage students and close knowledge gaps, the set stresses the value of employing a multimodal strategy that incorporates ad-hoc material, flipped classrooms, massive open online courses (MOOCs), gamification, and imitating reality in a trading room. A case study of a finance course that was developed using these suggestions - and might perhaps serve as the basis for a new university policy that better meets the needs of students - is presented. Conclusions underline the importance to personalize educational programs and teaching methods to the students features and needs in order to optimize learning outcomes.
Author Information
Franca Cantoni, Università Cattolica del Sacro Cuore, Italy
Barbara Barabaschi, Università Cattolica del Sacro Cuore, Italy
Roberta Virtuani, Università Cattolica del Sacro Cuore, Italy
Paper Information
Conference: PCE2023
Stream: Teaching Experiences
This paper is part of the PCE2023 Conference Proceedings (View)
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To cite this article:
Cantoni F., Barabaschi B., & Virtuani R. (2023) Exploring Content and Tools Tailored on Gen Z University Courses: A Case Study ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2758-0962.2023.51
To link to this article: https://doi.org/10.22492/issn.2758-0962.2023.51
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