Lived Experiences of English Teachers Handling Generation Z Students: A Phenomenological Study

This study delved into the lived experiences of English teachers in managing Generation Z students, with focus on the challenges they face, the strategies they employ, and the insights they gain in today’s rapidly shifting educational landscape. Using a qualitative phenomenological approach, the researcher gathered narratives from eight secondary English teachers through guided interviews to better understand how they navigate the realities of teaching learners shaped by technology, social media, and instant access to information. Findings revealed that teaching Generation Z students presents distinct challenges such as maintaining their focus, managing classroom behavior, and addressing gaps in reading comprehension and critical thinking. Despite these difficulties, teachers have adapted by incorporating interactive strategies like multimedia integration, contextualized lessons, flexible instruction, and gamified activities to sustain engagement and deepen learning. They also highlighted the importance of collaboration among colleagues, responsive leadership, and opportunities for continuous professional growth in helping them stay motivated and resilient. The study concludes that handling Generation Z learners demands more than content expertise it requires creativity, emotional intelligence, and openness to change. With the right support systems and a mindset geared toward innovation, teachers can effectively meet the needs of 21st-century learners. Recommendation: Schools and institutions are encouraged to provide ongoing training and collaborative spaces that empower teachers to evolve alongside their learners.