RESHAPING TEACHER-STUDENT RELATIONS IN THE DIGITISED SOCIETY

Abstract

This article highlights the need to redefine teacher-student relationships according to the generations of students’ characteristics (Generation Z, Generation Alpha). Each generation has a specific way of learning and interacting with peers or adults. The theoretical premises of the study are to be found in the recent work of psychologists, sociologists, and specialists in educational sciences on how social characteristics influence the life style of people belonging to that generation. The school with all its structure, content, and relationships cannot but be affected by the changes imposed by technology, globalisation, and social dynamism. This study used qualitative methods (interviews and observation of teachers’ classroom behaviour) carried out in the school year 2022-2023. We have taken a constructivist-interpretive approach in conducting the research. A number of 60 participants (20 teachers from primary, 20 secondary, and 20 from high school level) from Braşov were involved in the study. Five teachers from primary schools were observed in the classroom. The results revealed that there are still teachers who have a classical view of relationships with pupils but who are making efforts to understand, accept, and adapt to the generations of pupils. One of the conclusions of the research is that teachers need to restructure their conceptions of the teacher-student interaction to suit the way students in the society of the future will learn and, more importantly, live. In fact, this teacher-student relationship is based on the values of accepting the diversity of students, personalising learning, motivating, and empowering students while ensuring their well-being is the basis of quality education.