Bridging the gap: Nursing faculty’s perceptions and challenges in teaching generation Z students

Objective: This study aims to assess nursing faculty’s perceptions and challenges in teaching Generation Z students, providing insights into the barriers and opportunities in bridging the generational learning gap. Material and Methods: A descriptive cross-sectional study was conducted among 335 nursing faculty members in the Delhi NCR region. Participants were recruited using a snowball sampling technique, and data were collected via a self-administered structured questionnaire. The questionnaire measured faculty perceptions and challenges using a Likert scale, with reliability assessed using Cronbach’s alpha. Data were analyzed through Descriptive and inferential statistics. Results: Findings revealed that while faculty recognize the need for technology integration and student-centered learning, they face challenges such as academic integrity concerns, psychological stress, and adapting to Gen Z’s expectations for personalized learning. The correlation between faculty perceptions and challenges was negligible ( r = 0.020, P = 0.717), indicating that faculty perceptions remain stable despite these difficulties. Conclusion: Nursing faculty need to adapt pedagogical approaches to meet the evolving needs of Gen Z students. Bridging the gap between traditional teaching methods and the evolving needs of Generation Z requires faculty training, institutional support, and curriculum innovations.