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This scientific article explores gender-related disparities in the perceptions of educational delivery and the significance of higher education for Generation Z students in Slovakia, considering their alignment with broader environmental, social, and governance (ESG) principles. The study uses a mixed-methods approach, focusing on sustainable and significant investments in education that support both economic growth and societal well-being. Correlation analysis is used to examine the relationship between public education spending and labor productivity in Slovakia and Finland. The findings reveal a robust positive correlation, emphasizing the pivotal role of investment in education. Furthermore, the study utilizes the chi-squared test to verify hypotheses derived from a survey. The results highlight significant gender-specific variations in the perception of educational delivery and the importance of higher education for future prospects. The research underscores the necessity for tailored strategies that address the relevance of educational methodologies within diverse student populations, fostering inclusive and environmentally responsible learning environments. Insights from the study have implications for educational institutions and policymakers, emphasizing the need for inclusive, responsive, and environmentally sustainable approaches to education that meet the unique needs of Generation Z students. In order to improve educational programs' efficacy, efficiency, and social responsibility - that is, to better prepare students for the demands of the modern workforce while emphasizing long-term sustainability and societal well-being - the study also calls for more research into teaching methodologies, curriculum design, and teacher training.
Kozová et al. (Sat,) studied this question.