Teaching Approaches of Gen Z Teachers in Early Childhood Education
by April D. Pulido, Carla R. Abuan, Connie L. Giron, Emmanuel R. Calica, Jeanette Claire A. Corpuz, Michelle D. Adviento, Oscar O. Ancheta Jr.
Published: March 7, 2026 • DOI: 10.47772/IJRISS.2026.10200284
Abstract
This study examined the approaches used by Generation Z (Gen Z) educators in Early Childhood Education (ECE) and how these strategies are used and understood to influence the young students. Based on a qualitative phenomenological design, ten (10) Gen Z teachers were interviewed using semi-structured interviews and using Braun and Clarke (2006) thematic analysis to analyze the data. Results indicated that Gen Z teachers mostly use technology integrated, play, experiential and learner centered methods to support engagement and developmentally suitable learning experiences. The practices help in cognitive, social-emotional and behavioral development of children as well as encourage active involvement and significance of interaction. The paper indicates the significance of sustaining innovative and inclusive practices in early childhood education that is supported by professional development and institutional policies to help teachers in Gen Z.