Peran strategis dosen dalam menghadapi generasi Z

Tinjauan literatur pendidikan abad-21

Abstract

Generation Z, often referred to as the digital generation, requires a fundamental revolution in the role of teachers in higher education in the 21st century. In this systematic literature review, we analyze from several sources such as journals, proceedings, UIN Malang repositories; 2019–2024) to identify techniques used by teachers in dealing with Gen Z characteristics, dependence on technology, limited attention span, and the desire for interactive learning. The results of this study indicate that success in teaching is based on three main pillars, namely the use of technology (blended learning, gamification) which can increase engagement levels by up to 30%, innovation in teaching approaches (student-based methods, flipped classroom models) to adjust to active learning styles, and character building through teacher role models and collaborative projects. Some significant challenges include the administrative workload of teachers that takes up 60% of their time, distractions from digital media, and disparities in technological literacy. Therefore, policy suggestions include redistribution of the teaching workload (maximum 30% for administrative matters), continuous technology training, and revitalization of the Independent Learning-Independent Campus (MBKM) policy by providing incentives for innovation in teaching and cooperation between the three parties (teachers, institutions, government) as essential to achieving success