GEN Z CREATIVE STUDENTS’ PREFERENCES FOR SELF-DIRECTED VERSUS STRUCTURED LEARNING
DOI:
https://doi.org/10.55197/qjssh.v7i2.1159Keywords:
Generation Z, self-directed learning, structured learning, creative education, Malaysia, higher educationAbstract
The rapid widening of digital technologies and the requirements of the Fourth Industrial Revolution have disrupted the face of higher education and have changed the expectations of learners. Generation Z students who grew up in a digital world with a higher intake of technology are often stereotyped as students who enjoy autonomy and independent learning. However, technological fluency is not necessarily an indicator of a person's readiness for self-directed learning, especially in a collectivist educational setting like Malaysia. This study examines the orientation of identity formation of the learning preferences of students of the Malaysian Generation Z, in the discipline of creativity, in terms of self-directed and structured learning. The role played by technological familiarity, cultural background, and disciplinary requirements is examined, along with the correspondence between student preference and current pedagogical practices in creative tertiary education institutions. A quantitative survey design was adopted for obtaining patterns of preference and accompanying factors among the creative undergraduate students. The findings provide insight into the fact that although autonomy is valued, guided critique and structured mentorship are still central to effective learning experiences. Preferences show a hybrid orientation and less of a mind to complete independence. These results point to the need for balanced pedagogical models that include scaffolded guidance as well as opportunities for self-initiated exploration in support of culturally responsive and discipline-sensitive approaches to creative higher education in Malaysia.
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Copyright (c) 2026 RAINAL HIDAYAT WARDI, RAHMAN ROSMAN, SABZALI MUSA KHAN, KHAIRI KHALID, UMMI ZINNIRAH MOHD YUSOF
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