Adapting Dental Education for the Gen Z: An Overview of Active Learning Strategies.

Abstract

Generational differences in learning preferences have become increasingly relevant in health professions education. The Pew Research Foundation has examined generational shifts over time, distinguishing Generation Z (born 1997-2012) as the first cohort of true digital natives. These students demonstrate unique expectations shaped by constant access to digital technology, social media, and instant information. As such, their learning preferences diverge significantly from those of previous generations, including Millennials, Generation X, and Baby Boomers. A systematic review was conducted to answer the research question: which teaching strategies are most consistent with the learning preferences and cognitive strengths of Gen Z dental students. A comprehensive analysis of current literature revealed that active learning methodologies such as team-based learning, flipped classroom, and case-based learning are effective in engaging Gen Z students. These strategies encourage active participation, collaboration, and reflection. Many active learning approaches are well-documented and supported, but their implementation depends on the educator training and comfort with student-centered pedagogies and digital tools. This article highlights the necessity for educators to engage in continuous pedagogical development to align teaching methodologies with the unique learning preferences of Generation Z students. Moreover, the need for institutional support of structured professional development programs that equip faculty with the knowledge and skills to design, implement, and assess active learning strategies is important. In conclusion, adapting dental education to Generation Z requires more than curricular change-it demands a systemic commitment to educator preparation. Prioritizing faculty development would ensure that teaching strategies evolve with student needs, enhancing educational quality and outcomes in dental programs.