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Using the Findings of the Empirical Study Conducted Among Generation Z Students in Technical Teacher Training

2024; Springer International Publishing; Linguagem: Inglês

10.1007/978-3-031-53022-7_37

2367-3370

Katalin Kanczné Nagy, Rita Kattein-Pornói, Péter Szandi-Varga,

Impact of Technology on Adolescents

The purpose of our presentation is to provide insight to the characteristics of students studying in vocational training in Hungary. Our basic finding is that Generation Z students have different attitudes and expectations than their teachers. People born between 1996 and 2012 are considered members of Generation Z. Some of the members of this generation are still in school, and some are already young adults. Children of the digital age grew up in the online world, in a cultural space defined by social media. They used smartphones and tablets in their teenage years. They spend several hours a day using smart devices, and their media consumption is based on smartphones. Generation Z is apostrophized in the literature as the “lost generation” because they spend most of their time in “multitasking” mode, the clear consequence of which is a decrease in attention-concentration [1]. However, the digital world does not only affect cognitive abilities, but also influences personality development. The narcissistic distortion of personality is a characteristic problem of generation Z [2]. Various computer games and media materials found on the Internet lead to the relativity of moral values, the deformity of the formation of self-image, and the lack of empathy. Research has established that the emotional intelligence of students of Generation Z is less developed compared to previous generations. This is worrying because “soft skills” are playing an increasingly important role in labor market expectations [3].