Digital Natives Research Articles

Peran Pendidikan Kewarganegaraan dalam Mencegah Radikalisme di Kalangan Remaja Gen Z

This research examines the role of citizenship education in preventing radicalism among Generation Z teenagers in Indonesia. Using literature study methods, this research analyzes various literature sources to understand the challenges faced by Generation Z, the radicalization process, and the effectiveness of citizenship education as a prevention instrument. The research results show that Generation Z, as digital natives, is vulnerable to exposure to radical ideology through social media and the internet. Civic education plays an important role in instilling the values ​​of tolerance, diversity and critical thinking, which can act as an ideological bulwark against radicalism. This research concludes that strengthening citizenship education is a key strategy in building youth resilience against radicalism and promoting an inclusive and harmonious society.

Scope of Yoga Education in Promoting 21st Century Skills of the Digital Natives: An Overview

Scope of Yoga Education in Promoting 21st Century Skills of the Digital Natives: An Overview

A nascent market for digital assets: Exploration of consumer value of NFTs

Despite widespread academic and practitioner interest in non-fungible tokens (NFTs) as a form of digital assets, little is known about how consumers perceive NFT value. This exploratory research investigates why people create, trade or collect NFTs, what value they derive from them, and how online communities contribute to value co-creation. Over the course of two rounds, we interview 38 participants, most of whom are digital natives. We find that engaging with NFTs is the new form of day trading, reflecting financialization of everyday life. The value of NFTs is mainly speculative and utilitarian, and NFTs themselves are best thought of as derivatives. Value co-creation in NFT project communities is largely focused on gaining superior information about the project. We contribute to the crypto-marketing and web3 literature by advancing a novel model of NFT consumer value that extends Holbrook's (1999) typology and distinguishes both positive and negative aspects of consumer value that have been overlooked in mainstream literature. We shed light on the role of communities in an unusual setting: a nascent, illiquid, speculative, informationally opaque market for digital assets. Our study helps creators and brand managers to develop effective NFT strategies.

The Newest Generational Divide: Social Media Influence on Digital Natives

This article explores the changing reality for digital natives—Generations Z and Alpha—in an always-online world. The constantly connected nature of moving through the world has created an experientially different reality for digital natives than for all other generations before. First, anonymity online is addressed to explain how digital natives and other users navigate social media platforms, particularly on Twitter or X. Users are not always aware of who they are speaking with online, which changes the dynamics. Second, perception is also different in virtual spaces, and sometimes that perception can be disconnected and fragmented. This partitioning of virtual space evokes for echo chamber-like bubbles, a critical image for visual communication scholars. Finally, ideology is explored as a lens through which digital natives and other users consume online content. These three areas—anonymity, perception, and ideology—inform us of the realities for digital natives. It behooves communication professionals to acknowledge these experiences to better appeal to digital natives in the technologically changing landscape.

Developing and measuring an assessment instrument for media literacy among digital natives using Digital Intelligence (DQ) framework

Developing and measuring an assessment instrument for media literacy among digital natives using Digital Intelligence (DQ) framework

Digital textbooks for undergraduate nursing education: a scoping review protocol

IntroductionDigital textbooks (DTs), in which students read dozens of paragraph clips and systematise their level of knowledge through new questions, can be an alternative for digital natives to consider. Developing...

FROM SOCIAL MEDIA TO THE DEFENSE FIELD: AN EXPLORATION OF GEN Z'S ROLE IN NATIONAL SECURITY

ABSTRACT This research explores the role of Generation Z (Gen Z) in enhancing national security, focusing on their integration into cybersecurity and intelligence roles. As digital natives, Gen Z possesses unique competencies that are crucial for modern security operations. The aim of this study is to analyze these digital skills, including social media proficiency, cybersecurity awareness, and data analysis capabilities, and their application in national defense. Utilizing qualitative research methods with secondary data, such as social media analyses and existing government reports, this study identifies key areas where Gen Z can significantly contribute. Key findings include the critical digital competencies of Gen Z that enhance national security operations, strategies for effectively integrating them into cybersecurity and intelligence roles, and the ethical and practical challenges of their integration. Addressing privacy concerns, misinformation, and the need for ethical guidelines are essential for leveraging Gen Z’s skills while maintaining operational integrity. This research underscores the importance of aligning Gen Z’s capabilities with national security needs and provides recommendations for overcoming integration challenges. Keywords: cybersecurity, digital competencies, Generation Z, intelligence roles, national security

The Impact of the Connectivist Learning Model on the Writing Skills of Pakistani Digital Natives

The Impact of the Connectivist Learning Model on the Writing Skills of Pakistani Digital Natives

Revealing educational potential of neural network Gliglish as a linguo-information technology in teaching oral communication to students at university

The relevance of the article is justified by the popularization of linguo-information technologies in education and their necessity in language teaching. This study identifies the potential of linguo-information technologies in teaching foreign language oral communication at a university. In this research, it is understood as teaching speaking, which is the aim of this study. Research methods include the analysis of theoretical sources, generalization and systematization of the key concepts and exercise modeling. A literature review on the research topic established that the current generation of students belong to the generation of digital natives, which affects the modern language teaching characteristics. The linguo-informational approach is significant to teaching language, consequently, linguo-information technologies are relevant. The article proposes a definition of linguo-information technologies for teaching foreign languages. To explore the potential of linguo-information technologies, we chose the neural network Gliglish.The practical part of the research involved exploring and analyzing the functionality of the Gliglish. While creating a system of exercises, we designed tasks of imitation and substitution to develop pronunciation, lexis and grammar skills, using this neural network, and described the methodology for working with these exercises. The outcome of the research revealed the potential of Gliglish in developing speech skills and abilities of students in a university.

The Interrelations Between Virtual and Physical Spaces: The Case of Smartphone Usage Among Adolescents

Today’s adolescents are digital natives who have constant access to virtual spaces through their smartphones. Based on a comprehensive literature review, we propose a novel framework of fused spaces for understanding and studying the evolving interrelations between adolescents’ consumption of physical environments and virtual spaces emerging through smartphone use. The framework is evaluated through a smartphone usage survey among 546 adolescents in two distinct neighborhoods in Tel Aviv. Our findings suggest that for adolescents, physical and virtual spaces are highly integrated. Activities in virtual space are extensive and habitual and include multiple types of usage. They can affect and be affected by activities in the physical space, including what we refer to as environmental motivation, the qualities of an environment or situation that can encourage or discourage smartphone usage. Therefore, we conclude that to fully comprehend human spatial behavior today, studies must consider behaviors that occur in both physical and virtual spaces as occurring in one continuance space, a fused space.

The benefits of socioemotional learning strategies and video formats for older digital immigrants learning a novel smartphone application.

The need to continually learn and adjust to new technology can be an arduous demand, particularly for older adults who did not grow up with digital technology ("older digital immigrants" or ODIs). This study tests the efficacy of socioemotional learning strategies (i.e., encoding information in a socially- or emotionally-meaningful way) for ODIs learning a new software application from an instructional video (Experiment 1) or a written manual (Experiment 2). An experiment-by-condition effect was identified, where memory was greatest for participants engaging socioemotional learning strategies while learning from a video, suggesting a synergistic effect of these manipulations. These findings serve as a first step toward identifying and implementing an optimal learning context for ODIs to learn new technologies in everyday life.

Digital Natives and the Advantages of their Generation to the Business World

The divide between individuals who were brought up with technological devices (digital natives) and those who possess not (digital immigrants) is getting wider as a result of the ongoing advancement of technological devices. However, this gap is present in the business sector today. As a result, this study investigates the traits and actions of digital natives in the business world. This study used an analytical approach, depending on secondary data and content analysis to interpret the data that was collected. According to the study's conclusion, businesses that recognise and value the potential of digital natives will be more competitive in the long run. In order to accomplish this, managers must interact with this generation using novel, frequently nuanced techniques and behaviours. This does not imply that everything businesses have done in past decades to attract as well as retain talent is no longer relevant. However, we must expand our toolkits and alter our work cultures and beliefs.

21st century learning skills of maritime faculty in the Province of Antique, Philippines

The demands of the 21st century require educators to adapt and empower themselves with essential traits and skills to cope with the changes and bridge the gap, as they play a significant role in shaping the lives and careers of their students. This descriptive-correlational study aimed to determine the 21st century learning skills of maritime faculty in the Province of Antique, Philippines. The data gathering instrument used was a researcher-constructed questionnaire on 21st century skills, adapted from the study of Kelly et al. (2019), which was revised, contextualized to the local setting, and duly validated by a jury composed of five members. The statistical tools were mean, frequency, and percentage for descriptive analysis; the Mann-Whitney U test; and the Kruskal-Wallis H test for inferential analysis. The alpha level was set at 0.05. The study found that, generally, maritime faculty had a high level of 21st century learning skills. A significant difference existed in the maritime faculty’s level of skills in 21st century learning in terms of communication and media fluency when classified as to the length of service as a seafarer. No significant difference existed in the maritime faculty’s level of skills in 21st century learning in terms of collaboration, teamwork, and leadership skills; critical thinking and problem-solving skills; or creativity and innovation skills when grouped according to age, civil status, length of service as faculty, length of service as a seafarer, and educational attainment. Further, in terms of the communication and media skills of maritime faculty, no significant difference was found to exist when they were grouped according to age, civil status, length of service as faculty, and length of service as a seafarer. Highlights 21st-century skills are essential in the modern classroom By participating in capacity-building workshops, maritime faculty can enhance their 21st century skills Young maritime faculty with short seafaring experience must gain more seafaring experience to integrate those experiences into teaching strategies essential to the 21st century classroom To benefit digital natives, old and experienced maritime faculty must embrace change by using modern teaching methods and strategies Lifelong learning must be encouraged among maritime faculty, which is an essential tool for the development of their 21st century skills

Zillennials, Social Media and Artificial Intelligence: A Survey on West Java’s Digital Natives

Today’s rapid digital and artificial intelligence development has a significant impact on the lives of generation Z, also known as Zillennials. This study is part of the research initiative taken by the Indonesian Association of Communications Scholars of West Java Region (ISKI Jabar) , and aims to identify and map trends in the usage of social media and artificial intelligence among the region's Zillennials. The survey was conducted on 515 respondents aged 12-27 years, covering aspects of device utilization, intensity of internet and social media use, and perceptions of AI. Based on the study's findings, West Java Zillennials had a high level of device ownership and internet usage intensity, reaching 93% with an average daily duration of 5-6 hours. Instagram, TikTok, and Twitter have emerged as the primary social media platforms for Generation Z, substituting Facebook's previous supremacy. The integration of AI, particularly Google Assistant and ChatGPT, is increasingly becoming prevalent in everyday life, mostly employed to assist with work and academic assignments, as well as for information retrieval. Although most Zillennials display excitement towards the utilization of AI, their technical comprehension of AI classifications and functionalities remains restricted. The findings have significant implications for understanding the influence of technology on the lives of Zillennials. They also emphasize the importance of enhancing media literacy skills to properly embrace the digital and artificial intelligence era.

Understanding Factors Motivating Generation Z with Application of Maslow’s Theory of Motivation

Generation Z or digital natives is a fast growing workforce. As they are in born in the era of technological advancement, there lifestyle, thinking patterns, values are varied from previous generations. As they will be the largest workforce in near future, it becomes the point of concern that motivates them for their work. Understanding factors of their motivation is important as it help the organizations in there management effectively. This articles attempts to understand motivational factors among Generation Z which drives them to work using the framework of Abraham Maslow’ theory of motivation. Article is based on secondary research using qualitative data and using descriptive method of research. Key findings of the study are that Generation Z looks for work life balance, meaningful work and supportive environment as their basic motivational factors. There other driving forces are financial security, positive work environment, team bonding, open communication, reward and recognition and learning and development. Recommendation for future managers is that they should keep these factors into consideration while managing Generation Z for their effective management.

#InstaMind: teachers’ beliefs on educational technology to promote seamless technology integration in early education

BackgroundThe digital revolution has deeply affected every aspect of our daily lives, including education, transforming how we learn and teach. In Italy, this transformation has occurred naturally for the alpha generation, born in the era in which technology is an integral part of their education. Conversely, for teachers who are not digital natives, adapting to this technological era is a considerable challenge. This challenge is increasing for Italian teachers working with preschoolers. Indeed, prior to the COVID-19 pandemic, such technologies were sparsely utilized within early education. This study aims to explore Italian teachers’ beliefs through internal factors—i.e., self- efficacy, outcome expectations, and interest, toward the integration of educational technology in teaching.MethodsTo this end, the standardized Intrapersonal Technology Integration Scale was selected to measure the Italian teachers’ beliefs. The study includes 180 teachers working with the alpha generation, which encompasses children currently attending pre-kindergarten, kindergarten, and primary education.ResultsThe results obtained from the comparison among the three groups of teachers (pre- kindergarten, kindergarten, and primary education) on the internal factors are manifold. Mainly, although all teachers are interested in educational technologies, there is a reluctance and low self-efficacy perception to use them with preschoolers. Specifically, pre-kindergarten teachers perceive themselves as less effective and satisfied using such technologies than kindergarten and primary teachers. Moreover, greater teachers’ age and greater teaching experience predict a lower level of perceived self-efficacy and outcome expectations, highlighting resistance toward technological change. All results and their implications are detailed in this text.DiscussionThis study suggests focusing on perceived self-efficacy, offering customized training to enhance it, exploiting the teachers’ interest, enriching teachers’ knowledge through scientific dissemination seminars, and using an effective method. To conclude, understanding teachers’ beliefs is a challenge to better meet the needs of the digital-native generation and harness the potential of educational technologies in childhood education.

Digital Natives' Mobile Learning Adoption in terms of UTAUT-2 Model: a Structural Equation Model

Digital Natives' Mobile Learning Adoption in terms of UTAUT-2 Model: a Structural Equation Model

TikTok for learning through movement, dramatization, and music: Insights for higher education applications in sport sciences

Social media has emerged as one of the most transformative digital phenomena that has reshaped education over the past two decades. New generations of students, often referred to as digital natives, increasingly utilise these platforms for socialization and interaction with their surrounding world. The pandemic prompted by the SARS-CoV-2 virus has further accelerated the adoption of online and hybrid teaching methodologies, wherein social media can assume a central role in creating dynamic teaching-learning environments. While the existing literature has highlighted the advantageous aspects of social media within the educational sphere, the landscape constantly evolves, witnessing the ongoing integration of new functionalities into existing platforms or the emergence of novel social media. TikTok serves as a prime illustration of this phenomenon, a social media platform centered on short videos complemented by music and its effects. Despite TikTok's burgeoning global user base, especially among younger people, its potential in the realm of higher education remains relatively unexplored. This pedagogical paper aims to address this gap in the literature by elucidating an experience involving TikTok within the context of sport sciences. Furthermore, it provides a series of guidelines and recommendations for university professors to incorporate TikTok into their instructional practices and delineates the potential applications of TikTok in various other contexts. These insights may serve as stepping stones for future investigation and educational undertakings.

Attitudes and Perceptions of TVET Foundation Students towards the use of Podcasts in Enhancing Listening Skills

Integration of technology in education has resulted in high adoption of digital tools in English teaching and learning. In addressing the needs of digital natives, podcasts are increasingly popular as innovative learning materials to enhance students’ receptive and productive language skills. Despite the growing literature on the use of podcasts in various educational contexts, there is a limited focus among students in the Technical and Vocational Education and Training (TVET) environment. Hence, this study was conducted to examine the students’ attitudes towards the use of podcasts in ESL listening classrooms, as well as their perceptions on podcasts as learning materials for enhancing listening skills. This study was conducted using a quantitative research design. Data was collected through online survey method using a structured questionnaire as the primary instrument. The questionnaire was distributed to 83 TVET foundation students at a polytechnic in Perak. A follow-up semi-structured interview was also conducted with ten respondents. Data from the questionnaire was analysed using IBM SPSS Statistics Version 29 and presented through analysis of mean scores and standard deviations. The interview findings were selectively transcribed to consolidate the statistical findings. The findings indicated students’ positive attitude towards the use of podcasts in the ESL listening classroom, primarily attributed to the learning enjoyment, the suitability of content and the nature of topics. This study also found that TVET Foundation students perceive podcasts as useful learning materials to enhance their listening skills, knowledge and motivation. Despite a few concerns about the technical aspects of the podcasts, the findings of this study reported students’ positive perceptions on the ease of access and intention to continue using podcasts in the future. The results of this study are significant for educators in making informed decisions on effective instructional strategies in ESL listening classrooms. The findings also provide valuable insights to policymakers in enhancing the English language curriculum for TVET foundation students through the integration of technology.

Optimising Educational Outcomes: Data and Process Analysis Approaches with Attention to Self-Directed Learning

The swift advancements in technology and the corresponding job market impose increasingly challenging and dynamic requirements on workers. This is a significant obstacle for higher education institutions in adequately preparing their students for contemporary expectations and equipping them to tackle future difficulties. Today's students are "digital natives", and they distinctly absorb knowledge and employ new strategies to learn compared to earlier generations. Hence, it is of utmost significance for higher education institutions to comprehend the student learning process. Learning management systems (LMS) can offer substantial assistance in this endeavor, as they facilitate comprehension of students' learning process, while log files also offer unbiased insights into individual adaptation. This study aims to investigate the learning mechanisms of Business Informatics students at Corvinus University of Budapest by analyzing Moodle's educational data. The objective of the study was to acquire a more comprehensive understanding of the learning patterns exhibited by students in higher education through the utilization of an extensive collection of log files. The central idea revolved around examining the behavioral, motivational, and interest-related dimensions of learning as indicators of self-directed learning. These were examined using two primary methodologies: data analysis and process analysis. The findings indicate that distinct learning patterns exist regarding data and learning processes. Additionally, there are variations in time management and information consumption habits. The results of this study have practical implications for identifying learning patterns and developing tailored interventions to enhance educational achievements.