The contemporary world is witnessing a profound transformation in the way individuals think, learn, and relate to one another. At the centre of this change stands Generation Z—a generation shaped by digital immersion, rapid technological advancement, and an increasingly competitive social environment. While they are often celebrated for their adaptability and awareness, their lives are also marked by anxiety, identity struggles, and a constant negotiation between aspiration and reality. Their experiences unfold not in isolation but within institutions—particularly universities—which serve as crucial spaces for intellectual, emotional, and social development. However, the modern university landscape is itself undergoing a complex transition. The introduction of reforms such as the National Education Policy (NEP) 2020 promises flexibility, interdisciplinary learning, and skill-based education. Yet, the gap between policy and practice often exposes systemic limitations, leaving students caught between idealism and disillusionment. Issues such as administrative inefficiency, corruption, and irregularities in teacher appointments further complicate this environment, raising serious questions about meritocracy, fairness, and the credibility of higher education. Simultaneously, the rise of Artificial Intelligence has begun to redefine knowledge, creativity, and learning processes. While AI opens new avenues for innovation and accessibility, it also creates new challenges—blurring the boundaries between originality and automation and reshaping students' academic and personal lives. Within this rapidly evolving ecosystem, deeper social concerns such as emotional neglect and child abuse—often hidden beneath the surface—continue to influence the psychological development of young individuals, leaving lasting imprints on their identity and relationships.
Tusar Kumar (Thu,) studied this question.