Competences of the Future—How to Educate the iGen Generation

Abstract

This article presents the results of a study conducted in the area of qualitative social research in relation to the interpretative paradigm, as well as a review of research concerning the specificity and characteristics of the functioning of representatives of Generation Z (Zoomers, GenZ) and Generation Alpha. The aim of the present research was to assess the opinions of university teachers regarding the functioning of the iGen generation and the challenges of educating students representing Generation Z. In this research, a focus interview method was used. Interviews were conducted over a period of 6 months, with a total research sample [N = 150] of university teachers. Sociological, pedagogical and psychological analyses indicate different functioning of the young iGen generation in the context of social relations, learning and communication processes in relation to previous generations. These differences affect the educational process—the transmission of knowledge and the relationship of teachers with students. An analysis of the research results allowed for the proposal of exemplary educational solutions such as the competence-based education (CBE) model, as well as problem- and project-oriented learning (PBL) methods. The conclusions led to the design of practical guidelines that could be implemented in the process of educating students and, at the same time, preparing young people for the changing needs of the labour market.

1. Introduction

Generation Z (Zoomers, GenZ, Post-Millennials) is made up of people born between 1997 and 2012. Currently, the oldest representatives of Generation Z are 28 years old. This population represents a broad group of university students and young workers who are active in or entering the labour market. Generation Alpha comprises people born between 2010 and 2024, so, at present, the group is made up of primary and secondary school students, with the oldest ‘Alphas’ being 15 years old. The boundaries between generation groups are fluid and also depend on the level of development of a country, including technological progress. The temporal boundaries outlined above generally allow generational groups to be identified (Twenge, 2017; Pew Research Center, 2019; The Generations Defined Report, 2021). Generation Alpha and Generation Z have been collectively referred to as the iGen generation by American psychologist Jean M. Twenge (2017), who posited that young people growing up online are less rebellious, more tolerant, less happy, and completely unprepared for adulthood. Generation Z does not know a world without the internet. To paraphrase researchers at the Scientific Academic Computer Network (NASK, 2023), they were born with access to the web. On the other hand, the Alpha Generation does not know the world without haptic technologies and enters the world through haptic interactions. Key research on the iGen generation has been published by Jean Twenge. This study concludes that young people are more cautious and risk averse. The iGen generation is less likely to engage in risky behaviours, such as drinking alcohol or driving without a license. There is a decline in face-to-face social interactions; instead of meeting face to face, they prefer online communication, which can lead to weaker social skills. An increase in mental health problems has been observed, with a noticeable increase in anxiety, depression, and loneliness compared to earlier generations, as well as delayed puberty—young iGen adults take on traditional adult roles later, such as starting a job or starting a family (Twenge, 2017). When educating today’s generations, we should develop and strengthen the potential of competences seen as being relevant to the future. Competences relevant to the future are a set of skills that will be particularly valued and needed in a dynamically changing world, especially in the context of the development of technology, automation, artificial intelligence, and social and climate change (OECD, 2023). Key competences of the future (according to OECD, World Economic Forum) are as follows: 1. Critical thinking and problem solving—the ability to analyse information, verify facts, and make informed decisions. 2. Creativity and innovation—creating new solutions, adapting to change, being open to thinking outside the box. 3. Digital competence—operation of digital tools, knowledge of AI, cyber security, data literacy. 4. Human–technology collaboration skills—synergy between human skills and the capabilities of machines and systems. 5. Social and emotional competences (soft skills)—communication, empathy, teamwork, emotions, and stress management. 6. Adaptability and lifelong learning (lifelong learning)—openness to change, willingness to continuously improve and learn new things. 7. Environmental and civic awareness—understanding of global challenges, pro-environmental attitude, and social responsibility. 8. Ability to work in multicultural environments—tolerance, awareness of differences, cooperation in international teams (The Future of Jobs Report, 2025). The specific functioning of the iGen generation is discussed in the section presenting the results of our research, while a juxtaposition with background research carried out worldwide is presented in the subsequent section discussing our results in more detail.

2. Methods

2.1. Research Design

In order to plan and subsequently conduct research in a qualitative sense, it is essential to choose an appropriate paradigm, i.e., one that provides a reference point for every activity undertaken by the researcher (Ciechowska & Szymańska, 2017). A paradigm is commonly defined as a set of rules and beliefs associated with a particular field of science. It sets certain frameworks that give direction to the activities initiated by the researcher (Cuprjak, 2020; Greene & Caracelli, 1997). These structures are intended to help them identify research problems and match the appropriate tools to the area they are studying (Kawecki, 2018). Furthermore, a paradigm represents the perspective adopted by the researcher with which they view the phenomena they observe (Denzin & Lincoln, 2009). This concept is considered in the context of three main assumptions. The first encompasses issues relating to how both individuals and society as a whole perceive the reality around them, in particular seeking to explore the relationships that exist among objects (Sławecki, 2018). The second facet emphasises the relevance of knowledge and seeks to verify it through the prism of the validity of a given view. Both the first and second assumptions form the basis for the third strand. Based on them, it sets the principles while giving valuable guidelines that the researcher uses during the implementation and analysis of their research (Ciechowska & Szymańska, 2017). In relation to the paradigm that is interpretivism (Cuprjak, 2020), it is assumed in research that the surrounding world is perceived from the perspective of the individual (Sławecki, 2012). It assumes that it is the individual who creates their own image, giving it a specific shape through the prism of their own opinions and perceptions (Konopczyński, 2023). Central to this process are the social interactions that occur naturally (Dobrołowicz, 2015). On any given day, a person builds up their individual picture of reality through their behaviour and relationships with others. They may take a different point of view on the same situation, and for this reason, this paradigm assumes that no single objective truth can be defined (Sławecki, 2012). In addition, this strand seeks to gain an in-depth understanding of the analysed environment. It provides an opportunity to accurately describe how an individual perceives a given research problem and the factors that condition this (Sławecki, 2018). The above characteristics made it possible to choose interpretivism as the leading paradigm corresponding to the assumptions of this research concept. The aim of our own research was to explore the functioning of the iGen generation, as assessed by academic teachers at technical universities in terms of the following: life and educational aspirations; motivation for learning and professional development; and functioning in the wider society in the contexts of experienced difficulties and overcoming challenges. The research was based on the methodology of qualitative social research. The method used in this research was focus interviews conducted between October 2024 and March 2025. The research methodology uses several terms that emphasise different aspects of this method. The expression ‘focused group interview’ is an American term, originated in the 1940s. It emphasises the activity of the interviewer (moderator) who asks questions, interviewing several people simultaneously (Morgan, 1997). The name ‘focus group’ suggests that the participants are focused on a specific topic. In order to increase the likelihood of the findings being relevant to the project, several focus groups were conducted in accordance with the methodology.

2.2. Data Collection

The total research sample consisted of [N = 150] university teachers, lecturers from a technical university. The focus groups were conducted in groups of university teachers, allowing freedom of expression on the research questions, with the right to autonomy of expression. The main research problem was formulated in the form of a question: How do university teachers perceive the representatives of the iGen generation from the perspective of their functioning at the university and on the labour market? The specific research problems were formulated as follows: What are the aspirations of students representing the iGen generation as perceived by academic staff? What are the values of students representing the iGen generation as perceived by academic staff? How do representatives of the iGen generation function in the university environment and on the labour market? What difficulties do students representing the iGen generation face in the opinion of academic teachers? What educational models and working methods are adequate to the needs of students representing the iGen generation, according to academic teachers?

2.3. Data Analysis

The analysis is carried out in a qualitative manner, which follows the adopted paradigm in qualitative social research methodology.

The data were analysed based on the categories cited below, and the analysis was conducted on the ground of specific research problems.

Each of the categories into which the focus group interview questions were classified was identified and described. The following categories were identified:

Aspirations of students representing the iGen generation:

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Personal;

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Family;

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Educational;

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Professional.

Values held by students representing the iGen generation:

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Individual values;

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Social values;

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Values aimed at self-development;

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Axiological hierarchy.

Functioning of representatives of the iGen generation in the university environment and labour market:

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Involvement in the study process;

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Preferred academic activities, participation in projects, internships;

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Combining studies with professional work.

Difficulties faced by students representing the iGen generation:

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Crises experienced;

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Cognitive difficulties;

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Emotional difficulties;

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Educational difficulties.

Educational models and working methods adequate to the needs of students representing the iGen generation:

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Youth competences;

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Project- and problem-oriented education model;

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CBE education model.

The research sample was selected in a purposive manner, maintaining representativeness in terms of gender, professional experience, seniority, and position held at the university, as well as the degree/title held, and focused on interviews conducted with groups of academic teachers representing universities with a technical profile. The research is planned to be extended to other focus groups representing a variety of academic backgrounds in order to conduct comparative analyses.

3. Results

3.1. Apirations of Students Representing the iGen Generation as Perceived by Academic Teachers

In the opinion of academics, personal life goals are the most important for today’s student youth. They place their own long and healthy life higher than starting a family and having and raising their children. The teachers emphasise that young people pursue their own life strategy, based on individual preferences, and prioritise these over group and collective goals. They set priorities without looking at the needs of their immediate environment. Family authority is replaced by social media idols.

The subjectivity of the individual, freed from obligations, including emotional ones, is more important. In the opinion of academics, there is a change in the aspirations of young students, who aim to reconcile work with obtaining an education, not necessarily a full master’s degree but at bachelor’s level, which enables them to become independent more quickly and possibly continue their studies on a part-time basis. Academic teachers emphasise that young people place more importance on acquiring competences and practical skills than on earned diplomas or certificates. Students are aware that the modern labour market hires based on competences rather than diplomas or certificates. Of course, in the case of highly specialised professions, such as doctors, psychologists, teachers, lawyers and structural engineers, there are specific requirements to be met during the application process for employment, but students observing labour market trends, employment fluctuations and changing needs, including emerging professions of the future, for which it is difficult to predict the required catalogue of competences or qualifications, place emphasis on flexibility, lifelong learning and strengthening the potential of practical competences, including, especially, digital skills, which will create the potential for flexible retraining and adaptation to the requirements and situation on the labour market.

3.2. Values Held by Students Representing the iGen Generation as Perceived by Academic Teachers

In the opinion of the university teachers participating in the focus interviews, the values held by young people belonging generationally to the iGen generation differ significantly from the axiological hierarchy defined by the older generation, which is oriented toward collective goals, associated with the development of group, social and team responsibility. According to academics, collective goals are currently losing their value. Young people cherish and value individualism. They have a belief in their own distinctiveness, uniqueness and individuality. This generation is synonymously referred to in psychological and pedagogical literature as the snowflake generation. No two snowflakes are the same; each is unique and different but also fragile, delicate and impermanent. The comparison of this generation to snowflakes also finds strong references and justifications in research conducted in the United States (Haidt, 2025a). And this fragility and delicacy refer to the mental construction and difficulties of coping with stress, emotions and challenges, as will be further discussed in the discussion of the research findings. According to focus group participants, young people today want to earn well, to achieve material independence, and prefer to earn without having to leave home. They value the possibility to work remotely, in a home environment, without the need to regularly appear in the office or workplace and without the need to constantly interact with colleagues. This mindset and preference may be an aftermath of the experience of isolation and remote working experienced by young people during the COVID-19 pandemic. Certain mechanisms have proved to be a comfortable way of fulfilling responsibilities while, at the same time, giving the freedom to reconcile family, private and professional life and to fulfil study responsibilities. Academic teachers emphasise that young people want to work less and on their own terms. They also have no difficulty in assertively communicating these conditions and making demands both at the university and with employers. Students expect a lot from life and are characterised by an attitude oriented towards courage and tenacity. They want to realise their own dreams. They express their opinions loudly. They are not afraid to defy authorities, whereby, as underlined earlier, authorities from the world of media and pop culture are ahead of family, scientific or generally accepted authorities. Student youth place their own ambitions, with an entrepreneurship-oriented attitude and openness towards the world and other people, cultures, nationalities and needs high in the axiological hierarchy. Young people emphasise diversity, which, for them, is an immanent element of functioning in a changing reality. They value tolerance for diversity and are full of acceptance, understanding and respect for otherness. They value immediacy, meeting new people and gathering experiences. They value mobility but are more likely to take advantage of the convenience of going on holiday abroad with their parents than of an internship or placement as part of academic mobility funded by programmes such as Erasmus. This attitude is driven by a desire for quality and comfort of life, longer-term parental funding of children’s needs, as well as the convenience and lack of need for conscious responsibility. The iGen generation is characterised by concern for the climate, the natural environment of everyday life, and the future of our planet. Young people are interested in issues relating to sustainable consumption and production. They display a clear social commitment. On the other hand, they live in a culture of affluence that they cannot (yet) afford. Their constantly fuelled materialistic/consumerist need builds a rebellion and a sense of insatiability within/inside of them. The youth of the iGen generation are growing up in an era of consumerism, affluence, and access to unlimited goods and services, and the need to own and acquire more is constantly driven by social media promotion, including influencers promoting themselves as youth authorities. Young people experience frustration as a result of unmet needs, which, with a fragile psychological structure, resonates with a lowered mood, often anhedonia, and, moreover, increases the risk of depression and affective disorders (Haidt, 2025b). The results of this study point to the need to design adequate psychological support channels for the youth as well as students in university settings, as will be formulated in the conclusion of this article.

3.3. Functioning of the Representatives of the iGen Generation in the Academic Environment and on the Labour Market

The results of the focus groups indicate that young people representing the iGen generation pay particular attention to work–life balance and their own well-being. Maintaining a work–life balance between personal, professional and student life is crucial for them. The academics emphasise that young people of the iGen generation are less interested in taking part in extracurricular projects, are focused on fulfilling basic obligations and requirements to guarantee the completion of specific competences and credits from the course syllabus, and value a flexible university timetable that allows for a balance between personal life and study-related obligations. According to the lecturers, students prefer to work individually, rely on IT and use applications and programmes to streamline and automate their work. When doing assignments and projects, as well as in the learning process, they use the tools offered by artificial intelligence and look for solutions to make their tasks easier. According to lecturers, students are not prepared to use AI tools consciously, responsibly, and critically. They experience difficulties in the proper methods of searching for information, selecting it, verifying the sources and reliability of acquired data, as well as analysing it in an objective manner. The lecturers emphasise that students rely less on their own competences related to critical, analytical and creative thinking when using AI tools. The data collected in the course of the research generate interesting conclusions for the practice related to student education, which will be formulated in the conclusions of this article. In the opinion of academic teachers, young people, both in the university environment and on the labour market, are not afraid of change, are ambitious and competitive. At the same time, adjusting the offer of a university or an employer to the needs and expectations of the iGen generation requires incentives, such as flexible forms of learning and work, attractive educational and professional development programmes, competitive salaries, scholarships, grants and benefits. Both universities and employers are not always able to meet the requirements defined by the needs of the clientele represented by the representatives of the young generation. According to academic didacticians, today’s young people are rather distrustful and sceptical. They need clear goals and expectations formulated by lecturers. Young people prefer face-to-face communication and, with regard to requirements and responsibilities, they adhere to the work–life balance principle, with no phone calls or emails after study or work hours. In the opinion of academics involved in organising student internships and placements, including cooperation with companies employing students, representatives of the iGen generation do not want to take on overtime, are demanding, lazy, do not want to work, care only about their own needs and leave work overnight. Employers have a serious problem hiring the younger generation in service industries, such as catering, hospitality or sales, due to the fact that young people give up quickly, quitting work immediately in the face of a crisis or dissatisfaction with conditions. Survey data indicate that, in the opinion of lecturers, the student population of the iGen generation is striving to complete their education more quickly, and universities are seeing a reduced number of applications for second-level studies or dropping out altogether, despite measures to prevent dropouts. Students are interested in independence, working from home and the individualisation of the working sector, going hand in hand with high salary expectations. In view of the data above, with close synergy between education and business, the university environment and the labour market are advisable in order to diagnose the needs and trends of the market with the possibilities, verbalised expectations and, at the same time, aspirations of the representatives of the young generation. It is crucial to build on strengths while strengthening competence capital, with the simultaneous ability to respond to diagnosed difficulties and deficits, with the involvement of educational and psychological support specialists in the university environment.

3.4. Difficulties Faced by Students Representing the iGen Generation According to Academic Teachers

The data obtained during the focus groups indicate that, in the opinion of university lecturers, representatives of the younger generation are often bailed out by their parents. Lecturers emphasise that there are situations in which a student comes with a parent to an exam, or a parent takes measures aimed at solving emerging difficulties in the study process of their adult child. Teachers note that adolescents complain of symptoms of crisis, typical of middle age, for reasons that are difficult to justify experiencing it at a young age. Students appear to lecturers as burned out and overtired. Young people function in a state of permanent always-on (Willard, 2007), being connected to the web essentially 24/7. Functioning in a state of permanent multitasking amplifies stress, causes attention deficits, makes it difficult to control emotions and generates difficulties in the learning process. At the same time, adolescents are increasingly exhibiting symptoms of behavioural addictions related to excessive use of media, especially cell phones and the Internet. The iGen generation is growing up in a world of haptic interactions. They learn and spend their time scrolling the screen. Young people function in a state of permanent overload of information and chaos of experiences that are difficult to critically select and extinguish. The young generation lacks the ability to select and verify fake news, and the learning process that takes place online has the character of incidental learning. Students learn through sharing, understood as knowledge sharing. They do not know a world without haptic device operation, and they enter this technology-saturated world by touching a screen. There is no linearity in the process of acquiring knowledge; everything is in 3D, and the available materials are characterised by interactivity and a wealth of hyperlinks, which, with difficulties in analytical thinking and critical selection of content, further consolidates the ordering and verification of information. According to academic didacticians, students lack the skills to manage information and its excess, and, above all, they lack the skills to verify its quality. The difficulties experienced by the younger generation were also influenced by the experience of lockdown and chaos in remote education, as occurred during the COVID-19 pandemic. Polish youth, in excess, have experienced the consequences of inappropriate education reforms, destabilisation of the education system and changes introduced in a chaotic manner and without an in-depth diagnosis of needs. Students and pupils have a lot of classes, in which the weekly schedule is saturated with an excess of extracurricular activities, which is often due to the ambitions and preferences of parents who want to give their children the best possible educational and then professional start. Research shows that young people are increasingly experiencing a mental health crisis and facing burnout caused by the excess of responsibilities necessary to balance, with a lack of time management skills, which involves multitasking and a constant online presence. University teachers emphasise that modern generations are overly controlled by their parents from an early age. Overprotective attitudes arise from various motives of parents, but it should be taken into account that e-journals and the system of communication of the school teachers and educators with parents, different from the one used in previous years, have caused a number of changes in the formation of young people’s competence. Parents have full control and insight into their child’s grades, attendance and activities during the school day, including being informed in real time about their child’s behaviour and possible misconduct. The young person is left with limited space to train soft skills and attitudes such as responsibility for their own decisions, choices or behaviour. The parent equidistant from the student learns about every school situation, which results in the child having no reason to discuss it additionally at home. The accumulated data show that young people most often communicate digitally, briefly and concisely, and are additionally overstimulated due to functioning in a multitude of experienced stimuli in two parallel and, at the same time, interpenetrating worlds, real and virtual. Given their high sensitivity, delicacy and emotional fragility, academics recognise a number of risks to the mental health of the young people they teach.

3.5. Educational Models and Working Methods Appropriate to the Needs of Students Representing the iGen Generation in the Opinion of University Teachers

The focus group research allowed for the collection of data, indicating a low level of development of social-emotional competences in students. The lecturers emphasise that they observe deficits in the development of such competences as perseverance, curiosity, cooperation, empathy, assertiveness, resistance to stress, and emotional control. These findings generate the need to model educational interventions towards strengthening not only individual but also cooperation-oriented competences. iGen are brought up in a culture of individualism, acceptance and tolerance. Young people are often criticised for their sensitivity and avoidance of difficulties. It is important to support young people in dealing with difficulties and teach them how to be resilient to stress and social pressure. At the same time, the snowflake generation brings with it many positive values, such as social commitment, tolerance and openness to diversity. Above all, the university must teach the snowflake generation about inter- and intrapersonal communication. In the opinion of the lecturers, a model of education that can aspire to an effective support system for the diagnosed needs, abilities and difficulties of the iGen generation is the CBE (competence-based education model) (Long et al., 2024). Competence-based education (CBE) is an educational approach that focuses on the mastery of specific skills and competences rather than on the amount of time spent in the classroom or on material (Colby, 2017). Among the key aspects of model competence-based education are as follows:

• Student-centred orientation: CBE emphasises learners’ needs, interests and skills. Students progress at their own pace, demonstrating their mastery before moving on to the next competence.
• Defined competences: clear and measurable learning outcomes or competences are established. These competences define what students should know and be able to do after completing a course or programme.
• Flexible learning pathways: CBE programmes allow for flexible learning, enabling students to choose a variety of resources and pathways to achieve competences, including online modules, practical projects and internships.
• Assessment and evaluation: continuous assessment is an integral part of CBE. Students are assessed on their actual performance and demonstration of skills rather than traditional assessment methods. Formative assessments and feedback are post-universal.
• Relevance in the real world: competences are often aligned to industry standards and real-world applications, ensuring that students are equipped with skills that are valued in the labour market.
• Personalised learning: CBE can include personalised learning strategies to suit different learning styles and paces. Teachers act as facilitators and mentors rather than traditional lecturers (DeLorenzo & Mourant, 2024).

The second learning model highlighted by the lecturers participating in the focus groups was Problem-Based Learning (PBL) (Buchczik et al., 2019). This is a didactic approach based on solving real-world problems. Instead of the traditional transfer of knowledge through lectures, students acquire knowledge on their own by working on a specific issue in groups or individually. The key features of PBL are based on the following assumptions: students learn by solving problems, given a real or realistic problem to analyse and solve; students actively search for knowledge—instead of ready-made information, learners have to search for sources and draw conclusions on their own; learners take part in teamwork, where group discussions are often used, which develop collaboration and communication skills; the teacher acts as a mentor—he or she acts as a facilitator and supports the learning process but does not provide ready-made answers; there is an emphasis on interdisciplinarity—problems can span multiple disciplines, which teaches students to look at the topic from different perspectives. In the opinion of lecturers, the PBL method presents a number of advantages, including the development of analytical and critical thinking skills; it teaches teamwork and communication; it promotes independence in knowledge acquisition; and it prepares one for real professional challenges. At the same time, it can be time-consuming, requires well-prepared presenters and does not always fit all types of subjects. One more model defined by the focus groups turned out to be project-based learning (PBL), a modern approach to education that engages students in active knowledge acquisition by working on real, practical projects (Buchczik et al., 2021). It is an effective method that develops critical thinking, creativity and collaboration skills. Project-oriented learning is a teaching method in which students acquire knowledge and develop skills through the implementation of long-term, practical projects. It is based on the premise that the best learning takes place in the context of real-world problems that require critical thinking, collaboration and creative approaches to solutions. The main features of project-oriented learning are as follows: practicality—learning by doing, not just by theory; real problems—projects address real challenges and have practical applications; active role of the student—students research the topic themselves, analyse data and make decisions; collaboration—projects are often carried out in groups, which develops social skills; interdisciplinarity—projects often combine different fields of knowledge; presentation of results—students present their solutions, which develops their communication skills. The stages of project-oriented teaching include selection of the topic and definition of the problem (it may be proposed by the teacher or students, and it should be related to reality and involve the participants); planning of the project (students define the objectives, division of tasks and schedule); research and collection of information (searching for sources, conducting experiments, interviews or analyses); creation of the solution (work on the final product: report, presentation, film, model, application, etc.); presentation of the results (students share the results of the project with their peers); presentation of the outcomes (students share the results of their work with the group, the community or experts); evaluation and reflection (discussing the process, drawing conclusions and proposing improvements). Project-oriented teaching has a number of advantages defined by the respondents: it teaches independence and critical thinking, strengthens teamwork and communication skills, makes learning practical and engaging, helps to remember information better through experience, and prepares students for real professional and life challenges.

It is worth emphasising that the student learning models proposed by the focus groups have a number of qualities, and their applicability is not limited to working with students representing the iGen generation.

4. Discussion

The iGen generation is a term coined by Jean Twenge, an American psychologist and researcher, in her book ‘iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy-and Completely Unprepared for Adulthood’ (Twenge, 2017). Twenge defines the iGen as people born between 1995 and 2012 who grew up in an era of smartphones, social media and unlimited internet access. The author highlights key areas of the iGen generation: growing up in the age of technology, iGen are the first generation to have had access to smartphones and the internet since childhood, which affects the way they communicate and relate to each other. Twenge notes an increase in depression, anxiety and emotional problems among young people, which can be linked to excessive use of social media. The researcher highlights a change in attitudes towards education and work—iGen value flexibility but often feel unprepared for adulthood and independent living. In addition, she points out that there is less interest in rebellion—compared to earlier generations, iGen are less likely to engage in risky behaviour, such as experimenting with alcohol, drugs or premature sex. The iGen generation is characterised by tolerance and openness—they are more progressive and inclusive, accepting of social and cultural diversity. Unfortunately, a sense of loneliness and isolation is prevalent—even though iGen is constantly online, Twenge highlights that many young people feel lonely and find it difficult to form deep offline relationships. Twenge’s own research findings clearly reflect the results of academic inquiries into the iGen generation in Europe and internationally. Key aspects of research on the iGen generation concern the impact of technology on everyday life. The iGen is defined as the first generation to have had access to smartphones and the internet from an early age, which has significantly influenced the way they communicate, learn and spend their leisure time. A further area of analysis is youth mental health. Research shows an increase in problems related to depression and anxiety among young people in the iGen generation. Jean Twenge (2017) notes that the number of young girls who have seriously considered suicide has increased by 34% and those who have attempted suicide by 43%. More than half of the Z population face anxiety and panic attacks, as indicated by the US National Survey on Drug Use and Health. The American College Health Association signals an increase in anxiety and depression among the younger generation. Since 2010, a wave of anxiety and depression among young people worldwide has become observable, with a 50% increase in suicide rates in the 10 to 19 age group, according to research by Jonathan Haidt (2025b). The World Happiness Report, compiled by Oxford researchers, shows a worrying shift in life satisfaction ratings among the youngest generation. People aged 15 to 24 are the least happy group of all (Helliwell et al., 2024). Young people feel a great fear of failure, as shown by the PISA 2022 study (Kaźmierczak & Bulkowski, 2022). As highlighted in the report from the Youth Council of Gdansk 2024 on the mental condition of male and female students, 60% of senior primary school students admit that they are not happy, young people experience anhedonia, and 80% of students feel overtired, lack energy, and feel discouraged. Research conducted by the University of Warsaw (Raport Uniwersytetu Warszawskiego, 2023) indicates that students are working: 79% of second-degree students, 63% of first-degree students and 93% of part-time students have no time for development, recreation and leisure, or brain regeneration. The results of the research carried out in the research sample [N = 150] of university teachers within the framework of the focus group research in the vast majority of the scopes covered by the research issue confirm the results of the research carried out on the iGen generation. The research results obtained are comparable and the same as previous reports. This study’s conclusions indicate, as in Jean Twenge’s analysis, that young people are more cautious and risk averse. This study also noted an observable decline in face-to-face social interactions, with an emphasis on preferred online communication, which may lead to weaker social skills. An increase in mental health problems has been diagnosed, with a noticeable increase in anxiety, depression and loneliness compared to earlier generations, as well as delayed maturation, especially in terms of taking on traditional adult roles and starting a job or starting a family (Twenge, 2017). With regard to the reports on future competences, it should be noted that the data from this research indicate the need to develop and strengthen competences, such as critical thinking and problem solving, creativity and innovation, digital competence, human–technology collaboration skills, social and emotional competence (soft skills)—communication, empathy, teamwork, emotion and stress management, adaptability and lifelong learning, openness to change, willingness to continuously improve and learn new things, environmental and civic awareness, ability to work in multicultural environments—tolerance, awareness of differences, cooperation in international teams (The Future of Jobs Report, 2025). The results of the research are crucial for planning the education of today’s students and modelling education in higher education institutions in terms of enriching educational programs with key competences understood as competences of the future. The research indicates areas in which iGen youth require special support, especially in the aspect of support for the development of soft competences, emotional support and provision of psychological assistance, as well as with regard to strengthening social competences with an emphasis on interactional competences. The research points to the need to change and enrich student learning and teaching models, with an emphasis on problem-oriented and project-based learning and the CBE model.

5. Conclusions

The presented results from the focus interviews with university teachers allow for the formulation of suggestions relevant to academic practice, which are worth considering when taking measures aimed at flexibly adapting the learning process for students in accordance with their needs, capabilities and experienced difficulties.

The first suggestion is micro-credentials as an answer of universities to the needs of a changing labour market, hiring based on competences rather than diplomas or certificates. Active monitoring of the labour market and strengthening the role of career guidance at the university level are also necessary (OECD, 2023).

Another aspect worth implementing is psychological support for students due to the difficulties they experience, delicate mental constructions, struggle with mood disorders, anxiety burden and anhedonia (Haidt, 2025b), strengthening the diagnosis and psychological support of young people in the university environment.

Attention should also be paid to the assessment policy for students using AI: teaching focused on the formation of AI skills using analytical thinking, critical thinking, and the ability to verify the reliability of information and sources; implementing modern teaching methods and AI tools into the educational process while strengthening students’ competences oriented towards responsible and informed use of the benefits of technological progress.

Moreover, the synergy of the university environment with representatives of the labour market seems to be crucial (The Future of Jobs Report, 2025). The diagnosis of needs in the direction of the recognition of trends on the labour market and requirements for the employees of the future is essential. The modification of study programmes in relation to the relevant needs of the labour market and young employees representing the iGen generation is also required (Twenge, 2017).

The last hint for educational practice and, at the same time, a suggestion to enrich the offer of universities with modern educational methods is the proposal to implement CBE-based educational models (DeLorenzo & Mourant, 2024), as well as to implement project- and problem-oriented teaching methods on a wider scale (Buchczik et al., 2021). The aforementioned educational methods and models are a valuable response of universities to the needs, expectations and mechanisms of not only young people, recipients of educational activities, but also the changing labour market, requiring a versatile, flexible attitude and equipped with both individual competences, including soft competences, and competences based on cooperation of the employees of the future.