Digital Pedagogie-Z: Generating Care, Generative Technologies, and Generational Trauma

This chapter discusses the unique experiences of both Generation Z students and early-career instructors, considering how our generational positionality might provide new insights into “digital” pedagogy and the rising influence of artificial intelligence in education. As a Generation Z PhD student/early-career instructor, I use personal narratives and auto-ethnographic reflections to call attention to the pervasive trauma experienced by Generation Z, and the subsequent impact of this trauma on our educational engagement and outlook. From here, this work moves to a discussion that considers how these traumatic experiences, combined with a deep-rooted digital proficiency, influence Generation Z's approach to learning and technology. This chapter then advocates for an empathetic and informed approach to pedagogy that acknowledges these generational challenges, aiming to bridge the gap between instructors and students, while also exploring the ethical and practical concerns related to AI in education. I conclude with actionable strategies to effectively integrate AI and digital tools in a way that resonates with and supports Generation Z, with the aim of fostering a more responsive and inclusive educational environment.