Pedagogical Communication Strategies for Enhancing Generation Z’s Learning Engagement: A Phenomenological Study
Abstract
The rapid advancement of digital technology has reshaped pedagogical interactions in higher education, particularly for Generation Z learners who value autonomy, interactivity, and meaningful communication. This study explores how pedagogical communication strategies are experienced by Generation Z students and how these experiences shape their behavioral, emotional, and cognitive engagement in learning. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with ten undergraduate students from various academic programs at a private university in West Java, Indonesia. Data were analyzed using Colaizzi’s seven-step descriptive phenomenological method. The findings identify three interconnected themes: pedagogical communication that encourages behavioral engagement through dialogic interaction, clear instructional guidance, and constructive feedback; pedagogical communication that fosters emotional engagement by promoting emotional safety, a sense of belonging, and positive learning atmospheres; and pedagogical communication that stimulates cognitive engagement through critical reflection, autonomy-supportive communication, and meaningful, contextualized learning. The results demonstrate that these dimensions of engagement operate dynamically and reinforce one another, with emotional engagement serving as a key mediator. This study contributes to student engagement theory by highlighting pedagogical communication as an integrative driver of engagement and offers practical insights for teaching Generation Z learners in contemporary higher education contexts.
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