Daroviti: Generacija Z i transformacija didaktičke paradigme

Paper

The aim of this study is to examine the question of whether existing learning models correspond to the cognitive, affective, and developmental specificities of gifted learners belonging to Generation Z. In addressing this issue, the study considers: the characteristics of Generation Z as a context of transformed educational needs (digital environments, nonlinear sources of knowledge, and the need for autonomy and interactivity); giftedness as a potential that requires specific didactic conditions rather than merely acceleration or enrichment of content; the limitations of traditional and insufficiently flexible teaching models based on the constructivist didactic paradigm; the transition towards adaptive, personalized, inquiry-based, and mentoring-supported approaches to teaching and learning; and the role of new technologies and artificial intelligence (AI) as opportunities for developing higher cognitive processes, creativity, and self-regulation.
Within this framework, the study analyses the achievements and limitations of constructivism. Although constructivism has significantly influenced educational reforms, numerous authors point out that when applied as an almost universal explanation of learning, it reveals certain theoretical and practical limitations, particularly regarding the insufficient explanation of changes in conceptual structures. Constructivism effectively explains learners’ activity and engagement; however, it provides less precise explanations of how deeply rooted misconceptions are transformed, why learners often reject new explanations, and how qualitative restructuring of knowledge occurs.
The answer to the question implied in the title of this study lies in the transition from the constructivist paradigm towards a more complex understanding of learning and teaching, viewed through the challenges and perspectives of transforming the contemporary didactic paradigm in accordance with the characteristics of gifted Generation Z learners. This transformation is reflected in contemporary didactic models, including the allosteric model, adaptive models, constructivist approaches, situational learning models, Problem-Based Learning (PBL), and Inquiry-Based Learning (IBL).
The theoretical considerations presented in the study are supported by findings from a broader research project examining the extent to which existing didactic strategies in university teaching correspond to the educational needs of academically gifted Generation Z students and whether there is alignment between their generational characteristics and current teaching practices.
The research findings indicate that Generation Z students highly value meaningful, practical, interactive, and personalized learning, as well as psychological well-being, balance, and self-realization. Existing didactic strategies were assessed as only moderately aligned with their educational needs, while the need for restructuring teaching practices was strongly emphasized. Students particularly highlighted the need for more open-ended problems, deeper learning, critical thinking, evidence-based discussion, and more meaningful integration of ICT and AI tools into teaching. Therefore, correlation and regression analyses confirm that stronger expressions of Generation Z characteristics are associated with higher expectations regarding contemporary, flexible, and development-oriented teaching approaches.