A flexible service-learning model for Generation Z students at a university of technology

Service-learning (SL) is a well-established experiential pedagogy that enhances students' academic and personal development. However, the COVID-19 pandemic revealed significant challenges for traditional SL models, as restrictions limited opportunities for face-to-face interactions in the community. Drawing on generational theory, this paper centres on Generation Z (Gen Z) students at one university of technology, who are recognised for their digital fluency and a preference for flexible learning pathways. A mixed-methods design was adopted, involving purposive sampling of 43 Gen Z students and 7 SL lecturers at one higher education institution. Data were collected using semi-structured interviews, a focus group interview, and an online survey. The analysis revealed that Gen Z students are multimodal learners who favour varied learning pathways and do not possess a single dominant learning approach. Based on these findings, the paper presents a flexible service-learning model specifically developed to address the diverse learning preferences and characteristics of Gen Z students. The proposed model integrates advanced digital technologies to provide students with flexible learning approaches during SL projects and ensure continuity in the event of disruptions. This model aims to enhance the accessibility and resilience of SL experiences in both standard and crisis contexts, as well as align appropriately with the needs of Gen Z students.