GEN Z’S LEARNING PREFERENCES IN CREATIVE DESIGN: A CONCEPTUAL FRAMEWORK

Abstract

To create successful learning approaches for creative design education, it is essential to understand how Generation Z students learn best. The study investigates the factors that affect Gen Z students to choose Self-Directed Learning (SDL) or Lecturer-Facilitated Instruction (LFI) by analyzing Self-Determination Theory (SDT) and Self-Regulated Learning (SRL). The current study indicates that Gen Z prefers autonomous learning and active digital participation but lacks specific insights into how these preferences influence creative education environments. The study reveals three significant knowledge gaps concerning the hybrid learning frameworks: insufficient, the absence of SDL studies in creative design, and the unclear relationship between structured guidance and creative learning success. The study develops a conceptual framework integrating SDT and SRL to address these gaps while enhancing student engagement, self-regulation, and motivation. The study employs mixed methods to collect quantitative survey results and qualitative information from focus group sessions for Gen Z behavioral and learning preference analysis. The researchers will use thematic analysis and structured coding to examine qualitative responses and identify motivational patterns, engagement levels, and self-regulation trends. The study conceptualizes a foundation for curriculum developers and instructors to establish adaptable learning methods that merge student independence with organized support to boost creative performance and educational success among Gen Z creative design students.