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As higher education (HE) educators, we recognise the need to understand Gen Z (born between 1996 and 2012), who now form the majority of university students (Weng, 2024). Growing up amid climate anxiety, pandemic lockdowns and economic uncertainty has influenced how they learn, communicate and construct identity (DiMattio et al., 2020).

Prensky (2001), divided the world into ‘digital natives’ and ‘digital immigrants’.

Gen Z are frequently framed through Prensky’s digital native lens, making it essential to question how accurately this concept reflects their actual digital abilities. According to Reid et al. (2023), digital competence is increasingly determined by usage, exposure, motivation and opportunity rather than chronological age.

Drawing on a narrative review methodology, databases searched included EBSCOHOST (ERIC, Education Research Complete, Teacher Reference Center) and Web of Science. We screened 542 studies and selected 28 that demonstrated thematic relevance to Gen Z learning in HE. All subject areas in HE was considered; studies were excluded if they were out of the study context (such as non-educational themes). The studies reveal that Gen Z are multimodal navigators who balance technology use with a continued need for human connection across digital and physical learning spaces. Figure 1 illustrates the evolution from digital natives (Prensky, 2001) to digital navigators (Prensky 2.0), positioning Gen Z at the centre as learners achieving hybrid fluency and balancing digital fluency with embodied learning.

Figure 1. Digital navigators (Prensky 2.0) (Image created by authors)

Gen Z learning preferences

Gen Z learners are not simply ‘digital natives’ but multimodal navigators who move fluidly between online and offline worlds (Reid et al., 2023), though their digital practices vary depending on factors such as geographical location and sociocultural conditions (such as, language background and digital access). While they use interactive apps confidently, they also value analogue experiences, such as handwritten notes and in-person discussions, which help them focus, think and feel connected to peers, educators and learning community. The pandemic strengthened this preference for blended rather than fully digital learning, challenging edtech narratives that portray students as wanting everything online. The pandemic exposed the limits of fully digital learning by intensifying isolation and ‘Zoom fatigue’, while also revealing the importance of social presence and relational feedback. As a result, students increasingly value blended models that combine digital flexibility with human interaction. Importantly, feeling at ease with digital tools does not always equate to digital competence; many students still require guidance to evaluate information, manage overload (such as constant notifications), and navigate ethical dimensions of digital life (such as data privacy).

‘Gen Z learners are not simply “digital natives” but multimodal navigators who move fluidly between online and offline worlds’.

Hybrid fluency

While Gen Z students often demonstrate confidence with digital technologies, Reid et al. (2023) highlight a tension between digital tools that prioritise speed and interactivity and the requirements of effective learning, including focus, reflection, structure and human connection. Educators can foster this hybrid fluency by designing learning environments that enable seamless movement between digital exploration and reflective, embodied engagement. For example, Mueller and Oppenheimer (2014) demonstrated how pairing rapid digital capture with handwritten processing strengthens learning because longhand note-taking requires processing and reframing information rather than verbatim transcription.

Conclusion

While early ‘digital native’ narratives (such as Prensky) did not frame learning preferences as a strict either/or between online and offline modes, subsequent literature often translated these ideas into assumptions of consistent digital competence and a preference for fully online learning. Although Gen Z are adept at using tools, many struggle with critical evaluation, focus and digital overload, often turning to analogue strategies to support deeper learning. Gen Z navigation between online and offline spaces shows that digital fluency depends on context and support, not age.

For practice, educators can support hybrid fluency by designing blended learning tasks that require students to shift between modes of learning. For example, students might critically analyse GenAI-generated content before producing their own written interpretation, encouraging reflection rather than passive acceptance. Similarly, physical brainstorming activities (such as paper-based flowcharts) can be followed by digital consolidation on platforms such as Padlet to synthesise and share ideas. Educators can also integrate brief ‘slow thinking’ moments into technology-rich sessions, such as silent reading to counter cognitive overload. Together, these approaches unite connectivity with contemplation, and innovation with empathy.

References

DiMattio, M. J. K., & Hudacek, S. S. (2020). Educating Gen Z: Psychosocial dimensions of the clinical learning environment that predict student satisfaction. Nurse Education in Practice, 49, 102901.

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159–1168.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.

Reid, L., Button, D., & Brommeyer, M. (2023). Challenging the myth of the digital native: A narrative review. Nursing Reports, 13(2), 573–600.

Weng, J., & Seemiller, C. (2024). Learning needs of the 21st century: Using intentional emergence with Generation Z college students. New Directions for Student Leadership, 2024(181), 31–39.