Effective Teaching and Assessment Tools According to Gen-Z Learners: A Survey Based Study in Physics Education in Nagpur India
- 1G H Raisoni College of Engineering
- 2Yeshwantrao Chavan College of Engineering
Abstract
This paper presents methodologies derived from a comprehensive survey of students studying at different levels of the education system, as well as of educators in Physics. The survey aimed to understand Generation Z's expectations from education systems and integrate their perspectives into effective teaching and assessment strategies. Key findings reveal the need for innovative approaches to enhance cognitive learning. The paper also aims to offer a list of pedagogies in accordance with Bloom’s taxonomy levels. These strategies prioritize student-centered learning, interactive engagement, and personalized feedback. By incorporating Generation Z's perceptions, educators can foster a more inclusive and effective learning environment, ultimately enriching the educational experience for the next generation of students. The survey highlights a strong shift toward competency-based, skill-oriented learning in line with the National Education Policy and global trends. Students increasingly value application and problem-solving over rote memorization, resonating with Bloom’s revised taxonomy. This underscores the need for formative, competency-based assessments aligned with real-world skills. While traditional classroom note-taking remains important, diverse and flexible learning resources are equally essential to meet varied learning preferences. The findings discussed in the paper offer valuable insights for educators seeking to modernize teaching practices and improve student outcomes.
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BibTeX
@article{rajvaidya2026effective,
title = {{Effective Teaching and Assessment Tools According to Gen-Z Learners: A Survey Based Study in Physics Education in Nagpur India}},
author = {Bhakti Rajvaidya and Arsala Zamir Khan},
journal = {Jurnal Pendidikan Fisika Indonesia},
year = {2026},
month = jun,
doi = {10.15294/jpfi.v22i1.12108},
url = {https://doi.org/10.15294/jpfi.v22i1.12108},
note = {CC BY},
}
RIS
TY - JOUR
TI - Effective Teaching and Assessment Tools According to Gen-Z Learners: A Survey Based Study in Physics Education in Nagpur India
AU - Bhakti Rajvaidya
AU - Arsala Zamir Khan
PY - 2026
DA - 2026/06/01
JO - Jurnal Pendidikan Fisika Indonesia
DO - 10.15294/jpfi.v22i1.12108
UR - https://doi.org/10.15294/jpfi.v22i1.12108
AB - This paper presents methodologies derived from a comprehensive survey of students studying at different levels of the education system, as well as of educators in Physics. The survey aimed to understand Generation Z's expectations from education systems and integrate their perspectives into effective teaching and assessment strategies. Key findings reveal the need for innovative approaches to enhance cognitive learning. The paper also aims to offer a list of pedagogies in accordance with Bloom’s taxonomy levels. These strategies prioritize student-centered learning, interactive engagement, and personalized feedback. By incorporating Generation Z's perceptions, educators can foster a more inclusive and effective learning environment, ultimately enriching the educational experience for the next generation of students. The survey highlights a strong shift toward competency-based, skill-oriented learning in line with the National Education Policy and global trends. Students increasingly value application and problem-solving over rote memorization, resonating with Bloom’s revised taxonomy. This underscores the need for formative, competency-based assessments aligned with real-world skills. While traditional classroom note-taking remains important, diverse and flexible learning resources are equally essential to meet varied learning preferences. The findings discussed in the paper offer valuable insights for educators seeking to modernize teaching practices and improve student outcomes.
SN - 1693-1246
SN - 2355-3812
ER -