Instructional strategies that relate to alphas and betas of Gen Zs?

Christine Sisnorio

doi:10.62596/eir.p7sjfq36

Authors

Christine B. Sisnorio College of Teacher Education/Graduate School, Zamboanga Peninsula Polytechnic State University, Zamboanga City, 7000, Philippines Author

DOI:

https://doi.org/10.62596/eir.p7sjfq36

Keywords:

Generation Z, personalized learning, instructional strategies

Abstract

This paper explores instructional strategies suited for two subgroups within Generation Z—Betas and Alphas—highlighting their different digital exposures, learning preferences, and cognitive behaviors. Betas benefit from collaborative and socially relevant learning, while Alphas thrive in gamified, AI-driven, and microlearning environments. The study emphasizes the importance of Universal Design for Learning (UDL) in bridging instructional gaps and enhancing inclusivity across learner profiles.

References

Agrawal, K., Athey, S., Kanodia, A., & Palikot, E. (2022). Personalized recommendations in EdTech: Evidence from a randomized controlled trial. arXiv.

Dalton, E. M. (2017). Universal Design for Learning: Guiding principles to reduce barriers to digital & media literacy competence. Journal of Media Literacy Education, 9(2), 17–29.

Espada‑Chavarria, R., González‑Montesino, R. H., López‑Bastías, J. L., & Díaz‑Vega, M. (2023). Universal Design for Learning and instruction: Effective strategies for inclusive higher education. Education Sciences, 13(6), 620.

Flood, M., Frizzarin, A., & Gray Carlos, M. P. (2025). Universal Design for Learning – All means all!. OpenTextbook for Diversity in Education.

Gherman, O., Turcu, C. E., & Turcu, C. O. (2022). An approach to adaptive microlearning in higher education. arXiv.