Teaching English to Gen‑Z Learners: Pedagogical Challenges and Technological Opportunities

Abstract

The emergence of Generation Z learners has accelerated a pedagogical transition in English language teaching (ELT) in semi‑urban Indian higher education. Born into a digital society, Gen Z students often expect immediacy, interactivity and personalisation in learning environments (Seemiller & Grace, 2022). Yet many classrooms continue to rely on traditional lecture‑based methods and treat technology as a presentation aid rather than an integrated pedagogical mediator. To explore this mismatch, we conducted a mixed‑methods study among 120 undergraduate students and 20 English teachers across semi‑urban colleges in Telangana. Structured questionnaires (five‑point Likert scales) measured students’ engagement, learning preferences and perceived challenges, and teacher instruments captured instructional practices, assessment concerns and institutional support. Semi‑structured interviews with teachers provided contextual insights. Quantitative data were analysed descriptively, and interview transcripts were thematically coded following Braun and Clarke’s procedures. Results showed that a large majority of students perceived technology‑enhanced tasks (e.g., video lessons, interactive presentations) as more engaging than lecture‑based instruction (76% versus 68%), while teachers reported that technology supported interaction (85%) but posed challenges for assessment (65%) and classroom management (60%). The study concludes that technology use, by itself, does not ensure measurable language gains; therefore, our conclusions are limited to perceived engagement and reported pedagogical practices. These findings have implications for teacher professional development, classroom management and curriculum design in Indian multilingual higher‑education contexts.