Generation-Z and Technology-enhanced Learning: Preference and Non-preference in Learning German as a Foreign Language

Abstract

This study on digital learning among Generation Z Kenyan learners yields useful insights into the behaviour of learners when using technology in the learning process. It examines the application of technology in the learning of German as a foreign language in national secondary schools in Kenya. Using the theory of connectivism, the study finds that Kenyan learners depend on digital devices, especially mobile phones, to access educational content, emphasizing the significance of portability and accessibility of digital learning platforms. The study maps out the technological devices, electronic learning tools, and platforms accessible to Kenyan learners both at home and at school. The data was gathered through questionnaires filled out by both teachers and learners of German as a foreign language. The findings provide insights on how teachers could adapt their content delivery to the learning preferences of Generation Z learners, who are setting precedence for the upcoming Generation Alpha and Beta.

Key words: Digital Natives/Generation Z, technology-based learning, ICT infrastructure, learning modes, learning tools, artificial intelligence (AI)

DOI: 10.7176/JEP/16-4-03

Publication date: April 30^th 2025