Faculty Perceptions of Engaging Generation Z Students Through Positive Education in the Classroom

This qualitative study examined the engagement gap between Generation Z students and faculty in higher education, emphasizing how positive education approaches can help faculty become more confident and effective instructors. Generation Z students prefer instant internet access and digital learning, have shorter attention spans, and tend to be disengaged when instructors rely on traditional teaching methods. After the COVID-19 pandemic, this engagement gap became more evident. This basic qualitative study used semistructured interviews, reflexive journaling, and nonparticipatory observations. Participants included full-time health science faculty at a private university in central Texas. Each had at least 2 years of teaching experience and had integrated positive education into their curriculum. Data from this study were analyzed through inductive analysis using NVivo software. The findings revealed the following themes: technology dependence; positivity-focused motivation; collaborative and peer-driven learning; and fostering belonging through a positive, student-centered learning environment. This study also emphasized the value of positive education and how it can improve teaching practices and cultivate student learning environments. This research adds to the positive education literature in higher education and highlights the need for further research. It underlines the importance of support from higher education institutions for faculty development and engagement to enhance student success. By applying positive education principles, faculty and students can build stronger connections, improve interactions, and create a supportive learning environment, ultimately aiming to reduce the engagement gap.