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Marketplaces are changing, and customers are demanding improved experiences where they want, how they want, and when they want. The omnichannel concept is perceived as an evolution of multichannel retailing, which implies a blurring division between the physical and online stores. In the omnichannel environment, customers move freely among physical and online stores expecting seamless shopping experiences between channels. Among different generational consumer groups, Gen Z deserves marketers’ particular attention, which is the new rising segment for omnichannel experiences. The purpose of this chapter is first to verify the essence of generational differences in consumer’s omnichannel buying behavior by giving a special focus on the Gen Z segment. Secondly, this chapter discusses how retailers should integrate their online and offline store channels to provide the best retail brand experience to these distinctive Gen Z consumers.

Generation Z comprises the newest cohort to enter the workforce, and they not content to be the Millennials’ younger sibling. Born between 1997 and 2012, Gen Z’s identity is shaped by being the first generation to come into a post-9/11 world, by the effects of the Great Recession on their parents’ and families’ economic well-being, by the proliferation of technology and social media, by the specter of school shootings and violence, and by the current period of reckoning with past and present racial injustice. The defining moment for this generation, however, is entering adulthood during or in the wake of a global pandemic that significantly changed both education and industry. The confluence of this new generation of career entrants, the dramatically shifting job forms and careers (e.g., contingent work and the gig economy), and the post-COVID landscape of work provides a rich and compelling research agenda for management and human resource management as Gen Z enters workplace and progresses through their careers. Little academic research has examined this generation and its complexity, but the business community is very interested in preparing for the influx of Gen Z into their organizations and as consumers. Gen Z is diverse, global, and mobile. They are defined by their almost symbiotic relationship with technology, but surprisingly desire in-person connection. This generation was hard hit by the COVID-19 pandemic, in their education, finances, relationships, and well-being. They are a generation in flux. Future research directions are explored and presented.

This chapter will outline the importance of engaging and informing Generation Z (Gen Z) about gender equality in UK sport governance and leadership. The chapter presents a live case study from an ongoing (2021–2026) European Commission ERASMUS + Sport Collaborative brief entitled Gender Equality Toolkit for Generation Z (GETZ) project. The theory explaining Gen Z behaviours, expectations and educational requirements will be explored as well as a review of the links between high participation rates and leadership roles in sport for men and the low participation rates and leadership roles for women, and how this issue can be addressed through wider awareness and increased education. The remainder of the chapter will introduce the online educational toolkit created through the GETZ project which attempts to build shared accountability for culture change through a teaching and learning community. Furthermore, considerations from the GETZ projects past, current and ongoing research studies related to areas of gender equality and Gen Z perceptions of inequality in sport will be discussed with the view to providing Gen Z with current knowledge on gender inequalities in sport and insight into the processes that reinforce existing inequalities as well as give them the space and skills to bring about long-term sustainable change.

No matter the fact that it represents significant tourist contingents, Generation Z (Gen Z) is still insufficiently known regarding the main habits, fears or behaviours in changed circumstances. The main objective of this research is to examine the differences in travel risks perception among clusters of young tourists (Gen Z) after one year of the COVID-19 pandemic. The research was conducted during Serbia's primary tourism season in the first year of the pandemic (from June to October 2020), and just before Serbia's primary tourism season in the second year of the pandemic (May 2021). In 2020, responses of 206 participants were collected, while in 2021 there were 208 participants. Data were gathered from Tourism and Hospitality students at the University of Novi Sad (Serbia) by applying the questionnaire created for the specific purpose of this research. All respondents were representatives of Gen Z, born between 1997 and 2003. The main findings of the research are indicating the impact of the COVID-19 pandemic outbreak on young tourists' travel plans. Results are also indicating that average scores on health and non-health risks dimensions were significantly higher in the year 2020 than in 2021, as well as that all participants were more concerned with non-health risks than with health risks in both years of the pandemic. Gen Z tourists' response to the COVID-19 pandemic was consistent concern about non-health risks, denying health risks and expecting even some financial benefits from the crisis. The research findings are contributing to building a knowledge base for various tourism stakeholders in terms of developing the guidelines for tourism recovery strategies during and after the COVID-19 outbreak.

Developing student engagement in the online classroom and within co-curricular digital spaces is about relationship building more than technology or class structure. Where the learning management system is used effectively, online learning can equal or exceed the engagement levels of face-to-face classrooms particularly with Millennial and Generation Z students. Beyond technology is the need to create a higher value aspect of learning by developing models closely aligned with “communities of practice” (Wenger, 2000) or “communities of inquiry” (Garrison, 2007). This chapter will examine how to engage Millennial and Generation Z traditional undergraduate students through distance learning approaches in ways that support student learning and development.

Generation Z in Malaysia is currently the largest age group representing 29% of the overall population, with a monthly disposable income of US$327 million. The Malaysian Generation Z is an electronically engaged generation and is heavily dependent on their smartphones and social media, spending an average of 8 hours a day on the Internet. They are also well educated, empowered, and entrepreneurial. As consumers, Malaysian Generation Z is influential and independent in their decision-making process. At the workplace, members of Generation Z in Malaysia are curious, caring, competent, and confident. These unique characteristics and behaviours provide specific challenges to deal with them as consumers, workers, and entrepreneurs.

This chapter highlights our survey that identifies faculty recommendations for incorporating emerging digital technologies to deliver eLearning content in online courses that help students learn more effectively. Results from the survey, which includes a sample of 478 online faculty at two higher education institutions, are presented.

In the findings of the survey, respondents identified several instructional technologies such as augmented reality (AR), virtual reality (VR), mixed reality (MR), and artificial intelligence (AI) as being on the cusp of changing learner engagement options and could soon become standard tools for the online course environment. While respondents predict an acceleration of new technology activity, they also caution that these technologies need a strong pedagogical foundation to match student needs and generate new use-learning real case scenarios.

This sentiment implies a more systematic approach to problem-solving that follows a process of identifying and refining multiple options to determine best practices for faculty preparation and staff development. The results of the survey included in this chapter are a directional means to help instructors and course designers explain what is relevant and exciting about techniques that can be employed and identify and use the emerging technological tools that enhance the delivery of instruction while meeting the ever-changing and dynamic needs of today’s learners.

Generation Z continues to face several significant life events that have influenced how they address financial-related problems and manage their money. In addition to worrying about their incomes, access to affordable healthcare and higher education as well as poverty is perceived as the main financial-related issues of concern. COVID-19 might also have strengthened the financial-related awareness of Generation Z, as half of the Global Gen Z Study participants changed spending habits during the pandemic.

Generation Z is already an influential global cohort with strong stances about social, economic, and climate justice. According to the Global Gen Z Survey, worries about racism, sexism, limitations on personal freedom and homophobia are the top social justice concerns while education, poverty, access to health care, access to viable and affordable housing, and cost of higher education top the list of economic justice concerns. Added to the list of concerns is climate change, including its intragenerational and intergenerational impacts, and in the words of one participant, “none of the rest… matter if we don't have a planet to live on.”

This case highlights the journey of the Capital University of Science and Technology (CUST) to adhere to the green organization initiatives. In 2016, the government of Pakistan announced its adherence to the United Nations (UN) sustainable development goals (SDGs) 2030 and asked the regulatory bodies to improvize accordingly. Following this announcement, the Higher Education Commission (HEC), the main regulatory body in Pakistan, instructed all universities to fulfill their responsibility toward environment and align themselves with UN-SDGs 2030. As a response to this call, in 2017, CUST decided to shift toward sustainability by making changes in its policies and strategic planning. The emphasis was vital to attract Gen Z, gain international recognition, and align with the Pakistan regulatory body of (HEC). In doing so, the management decided that the campus should go green. The installation of solar panels on campus was one such green initiative through which the university was able to produce 3,650 units per day. After a long and decisive struggle, the university has achieved eighth position in Universitas Indonesia-GreenMetric World Ranking 2020 and making the regulatory authority happier.