The Impact of Socio-Demographic Factors on the Use of Digital Learning Platforms and Forms of Learning by Generation Z Engineering Students

Kateřina Berková; Andrea Kubišová; Katarína Krpálková Krelová; Pavel Krpálek; Lenka Holečková

doi:10.3991/ijep.v14i8.50279

Authors

Kateřina Berková College of Polytechnics Jihlava, Jihlava, Czech Republic https://orcid.org/0000-0002-6158-0171
Andrea Kubišová College of Polytechnics Jihlava, Jihlava, Czech Republic
Katarína Krpálková Krelová Prague University of Economics and Business, Prague, Czech Republic https://orcid.org/0000-0002-8419-4556
Pavel Krpálek Prague University of Economics and Business, Prague, Czech Republic https://orcid.org/0000-0002-7665-5316
Lenka Holečková Prague University of Economics and Business, Prague, Czech Republic

DOI:

https://doi.org/10.3991/ijep.v14i8.50279

Keywords:

generation Z, digital platforms, forms of learning, engineering, socio-demographic factors, university

Abstract

The demands on higher education are increasing with the rise of generation Z. The emphasis is put on dynamism, a fast pace of teaching, dividing teaching into smaller blocks, alternating methods, digital tools, and using the possibilities of modern technologies. Educators must continually innovate and build improved pedagogical strategies in engineering to support student learning. Therefore, it is necessary to constantly innovate and build more sophisticated educational strategies with an impact on direct teaching and to support student learning. The aim of this study is to investigate the influence of socio-demographic factors (gender, field of study, and form of study) on the use of digital platforms and preferred forms of learning among Czech generation Z university students. The study emphasizes the preferences of generation Z students in engineering degree programs compared to students in economics and humanities degree programs. This comparison results from differences in teaching delivery and learning styles or methods. Hypotheses are tested using the Chi-square test and Cramer’s V. Engineering students prefer videos with a deeper explanation of the problem, and they mainly use the MS Teams platform and platforms allowing formative assessment and expression of their attitude. The practical implication of the study for education is mainly the identification of the basic characteristics of an appropriate educational strategy reflecting the needs of generation Z representatives. The article discusses the use of experimental and laboratory teaching. Similarly, as in the Czech Republic, also in the international environment, the project method, e-learning, gamification, Massive Open Online Courses (MOOCs), or videos in microlearning format are used in working with generation Z in engineering education. The study highlights the need to explore the influence of social factors and gamification elements in learning.

Author Biographies

Kateřina Berková, College of Polytechnics Jihlava, Jihlava, Czech Republic

Kateřina Berková is an assistant professor at the at the Department of Economic studies of the College of Polytechnics Jihlava and at the Department of Economic Teaching Methodology at Prague University of Economics and Business. She focuses on the preparation of future teachers of economics subjects, specifically the methodology of accounting at a national and international level, implementation and development of practical subjects based on project teaching, modern teaching methods and development of cognitive process dimensions.

Andrea Kubišová, College of Polytechnics Jihlava, Jihlava, Czech Republic

Andrea Kubišová is an assistant professor at the Department of Mathematics of the College of Polytechnics Jihlava. She is involved in the teaching of mathematical subjects for finance students mainly with a focus on optimization methods and statistical methods.

Katarína Krpálková Krelová, Prague University of Economics and Business, Prague, Czech Republic

Katarína Krpálková Krelová is an associate professor at the Department of Economic Teaching Methodology at Prague University of Economics and Business and Jan Amos Komenský University, Prague. She focuses on the preparation of future teachers of economics subjects relating to didactics in teaching economics as well as presentation and communication technologies in education and quality management systems in education. She has been actively involved in 19 research projects. She is the author of 2 scientific monographs and has participated in 8 other monographs with her own separate chapter. She has had more than 50 scientific articles published in scientific journals, counting scientific articles indexed in the Scopus database, and more than 90 papers for international conferences, including international conferences indexed in the Web of Science database. She is a member of the International Society for Engineering Pedagogy, Austria, (IGIP) and IACEE – the International Association for Continuing Engineering Education, Atlanta, USA as well as the Council of Higher Education Institutions of the CR.

Contact: Department of Economic Teaching Methodology, Faculty of Finance and Accounting, Prague University of Economics and Business, W. Ch. Square 4, Prague, 130 67, Czech Republic.

Pavel Krpálek, Prague University of Economics and Business, Prague, Czech Republic

Pavel Krpálek is a professor. He is a member of the Scientific Council of the Institute for Education and Consultancy of the Czech University of Life Sciences, Prague. He has participated in a number of scientific projects of fundamental and applied research and is also an evaluator of the National Accreditation Office for Higher Education relating to Teaching Economics Subjects.

Lenka Holečková, Prague University of Economics and Business, Prague, Czech Republic

Lenka Holečková is an assistant professor at the at the Department of Economic Teaching Methodology at Prague University of Economics and Business. She is involved in teaching subjects focused on rhetorical, presentation and communication skills of students and activation of students during teaching. She also teaches business economy with special focus on creation of business plans of students.