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The objective of this study is to explore Generation Z’s interpretation of educational practices at the secondary education level. By examining the expectations of Generation Z, this study aims to provide insights for teachers and decision-makers to improve educational and instructional practices.

The specific approach employed in this study is Transcendental Phenomenology (TPh), which focuses on uncovering the perceived experiences, thoughts and evaluations of the Gen Z generation toward formal education. For this study, the maximum variation sampling strategy, which is one of the purposive sampling methods, was utilized. In line with the nature of the design, one-on-one interviews were conducted to collect data. Thematic analysis, a commonly used method for identifying recurring patterns of meaning, was applied to analyze the data. Peer debriefing or analytic triangulation, Data saturation, Triangulation and member checking techniques were operated to support the validity and reliability of the study.

In the light of the data analysis, four themes emerged: expectations from teachers, curricula, school administration and School Counseling Service (SCS). Gen Z expects from teachers “to be democratic, to adopt novel teaching approaches and technology, to have affective qualities, to be attentive to arts and sports, to conduct qualified assessment.” Gen Z has also expectations regarding the curricula in practice such as “functionality, extracurricular activities, and instructional practices.” The expectations of the students from school administration include “administrative expectations,” “expectations regarding the learning environment” and “social expectations.” The participants had expectations regarding School Counseling Service (SCS) such as “professional guidance,” “academic guidance” and “career guidance.” “Career guidance” includes “introduction of career paths,” “academic guidance” includes “introduction of university programs,” “exam guidance” and “teacher training” and “personal guidance” includes “accessibility,” “equity in guidance services,” “communication” and “functionality.”

The research is limited to the volunteers included in the study. In addition, the study includes only senior high school students, 12th graders, representing Gen Z. In addition, the study includes only Gen Z living in a metropolitan city. The methodological limitation of the study is that only one-to-one interview technique was used for data collection. The main reason behind such a choice is that the most appropriate technique for data collection in the phenomenology method is one-on-one interviews in order to explore individual interpretation.

The research sheds light on many different points in terms of different applications. One of the results obtained in this context is curriculum. Gen Z criticizes the limitation of the program to only in-school learning and states that extracurricular practices should be included. Findings also presents implications regarding learning environments. There is a growing emphasis by Gen Z on the adoption of green, comfortable and interactive learning spaces. The Generation Z population expects teachers to possess digital competence (DC) and utilize it in their teaching practices. This shows that teachers' teaching competencies need to be upskilled.

It is crucial for policymakers to support the development of teachers' digital skills and encourage their integration into teaching to enhance instructional productivity, promote innovative learning, increase instructional appeal, foster teamwork, improve communication and facilitate innovative learning. The research reveals that Gen Z is a social phenomenon and needs to be recognized and their learning needs explored. In this context, it is imperative that the preferences and learning needs of Gen Z are considered in the learning environment, content, method-technique and assessment stages, especially in formal education practices.

The current research is important both in terms of filling the research gap in the literature and making inferences about the learning preferences of the GEN Z generation. In addition, it raises awareness in terms of the return on educational investments, providing sustainable motivation for learning and school and increasing the quality of learning outcomes. While the study reveals certain implications, further research is required to investigate the competencies of teachers, the effectiveness of teaching materials, instructional practices and designs and learning environments. Future studies should particularly concentrate on the personal preferences, motivation, engagement and learning preferences of Gen Z at the secondary level. Authorities, including teachers, ought to reassess their perspectives and adapt their practices in order to better meet the needs and expectations of Gen Z.

This study aimed to investigate the influence of the perceived quality by students regarding their experiences in vocational schools in tourism, hospitality and food service on cognitive and affective responses (satisfaction, self-efficacy expectations and self-regulation strategies of motivation for learning - SRSML) and commitment (behavioural response).

A cross-sectional survey was conducted with 454 students from twelve Turismo de Portugal IP-affiliated schools. The theoretical framework was rooted in Self-Determination Theory (SDT) and PLS-SEM, using ADANCO 2.3 software to test the proposed model.

Perceived quality by students concerning their school experiences are socio-contextual factors that directly influence their satisfaction and self-efficacy expectations (cognitive and affective responses). Satisfaction and self-efficacy expectations positively affected SRSML. Finally, satisfaction and the SRSML positively impacted the students` commitment to schools (behavioural response).

This study contributes to academia by comprehensively addressing 16 perceived quality dimensions within vocational education. It aligns with SDT, revealing that socio-contextual factors affect students’ cognitive, affective, and behavioural responses. Additionally, it demonstrates positive relationships between student satisfaction, self-efficacy expectations, SRSML, and students’ commitment to vocational education institutions. This study emphasises the multidimensional nature of perceived quality, urging educational institutions to address tangible and intangible dimensions to develop strategies to provide high-quality experiences, increasing students` satisfaction, self-efficacy expectations, motivation, and commitment.

This paper aims to investigate the relationship between prospective teachers’ cultural profiles and service quality expectations in a pedagogical training program in Greece.

Using the EppekQual scale and an alternative Hofstede’s cultural scale, 113 prospective teachers in a Greek training program were surveyed. The study uses descriptive statistics, correlation analysis and multiple regression, validating measurements through confirmatory factor analysis.

Prospective teachers exhibit a low-power orientation and a preference for feminine values. Rejecting hierarchy correlates with quality expectations, especially in the curriculum dimension, emphasizing student-centric education. A positive correlation with acceptance/avoidance of uncertainty is observed, notably in learning outcomes and administrative services. The cultural aversion to ambiguity shapes individuals’ prioritization of all quality dimensions. A realistic long-term perspective correlates positively with expectations in learning outcomes, aligning with Greek culture’s emphasis on security. Contrary to expectations, a predilection for feminine values positively impacts service quality expectations, particularly in curriculum, learning outcomes and academic staff dimensions. The hypothesis related to individualism/collectivism is not substantiated, indicating a negative association with the curriculum dimension.

Tailoring program designs to embrace student-centric and collaborative learning environments is recommended. Acknowledging cultural aversions to uncertainty, program flexibility and clarity are essential. Integrating career planning and mentorship aligns with realistic long-term perspectives. The need for a balanced approach to personal and intellectual development is also suggested.

This study uncovers specific cultural dimensions that shape quality expectations within a Greek teacher training context.

This study investigated the influence of teachers on undergraduate students’ development of research aspirations and the mechanisms behind this process.

Employing social cognitive career theory, the study gathered data from 232 undergraduates, developed a structural equation model via the maximum likelihood method and executed empirical testing.

The findings reveal that neither direct nor emotional mentoring independently satisfies students’ needs for self-efficacy and aspiration in research nor significantly influences research interest. Specifically, the study demonstrates that (1) research self-efficacy, outcome expectations and research interest significantly shape research aspirations; (2) an overemphasis on direct mentoring might impede research aspiration development and (3) a focus on emotional mentoring, while overlooking direct mentoring, could result in diminished research self-efficacy.

This research pioneers a comprehensive analysis of the role of teachers in shaping undergraduate research aspirations through the lens of social cognitive career theory. It underscores the critical need to both balance mentoring approaches and foster intrinsic research motivation.

This study aimed to realign the Work-Integrated Learning (WIL) curriculum at an Australian university with communication industry standards and student career goals. It proposes practical suggestions for a third-year communications studies WIL course that will effectively prepare students for professional success by integrating insights from industry and students.

It analyses free-text feedback from student experience of course surveys (n = 20), semi-structured interviews with industry partners (n = 8), and conducts a detailed review of existing WIL course materials. Drawing from the Employability Capital Growth Model (ECGM) as a theoretical framework, the study explores the findings for links to capital.

The findings emphasise the need for WIL programs to better align with the industry’s evolving demands, incorporating practical, real-world experiences to enhance skill development and workforce readiness. Feedback from students and industry partners aligns with the ECGM framework and underscores the importance of integrating coaching and mentoring into the curriculum to support employability. Based on these insights, an integrated set of practical suggestions is presented.

This project fills a gap in WIL scholarship by focussing on a communication studies environment, ensuring it aligns with industry demands while prioritising student engagement. By ethically involving industry partners and integrating student feedback, the suggestions set out a curriculum that is both current and resonates with learner experience and career readiness. It bridges the academic-professional divide, preparing students as confident, skilled professionals ready to enter the workforce.

This paper focuses on prospective teachers’ (PTs) participation in a lesson study (LS) that prompted them to research their own practice. We seek to describe the dimensions of PTs’ knowledge of student learning developed during the process and the LS features fostering it.

The participants were two PTs, a teacher educator, a cooperating teacher and a researcher. The LS was integrated into a Portuguese initial elementary teacher education program. Following a qualitative approach, we used participant observation.

The PTs developed their knowledge of students’ learning of the concept of area in four dimensions: theories; students’ interests and expectations; ways students interact with the content and students’ strengths and weaknesses in learning the concept. To support this development, the LS design considered follow-up sessions and emphasised collaborative work.

This study focuses on PTs researching their practice and disseminating the results, which has been overlooked in previous research of LS with PTs. The results highlight the potential of LS to motivate PTs to research their practice and emphasise the importance of involving them in disseminating LS results.

Service quality in academics is imperatively crucial. Therefore, the purpose of the current research is to examine the effect of academic service quality factors in higher education institutions which mainly focuses on students' satisfaction and the extent of recommending the same institution to other students.

This research evaluated the effect of service quality on student satisfaction and word of mouth (WOM). Data were collected from 200 respondents from various business schools, and hypotheses were tested through a quantitative method using partial least square-structural equation modelling (PLS-SEM) with the help of SmartPLS to validate the measurement model.

The findings of the current research revealed that all three components of service quality including information quality, teaching quality and service efficiency have a significant impact on student satisfaction. Results also indicated that student satisfaction is significantly linked with WOM which means satisfied students spread positive WOM and recommend the same institution to other students.

This research provides an extension towards the body of knowledge on the issue, which will be used in future detailed and critical examinations. The focus of the research was on SERVQUAL and how, when and why business schools may spot possible applications that can have an influence on their admissions by WOM.

This study aims to explore the benefits and drawbacks of different work models, including hybrid and remote models, as perceived by millennial and Gen Z students in Spain. Additionally, it seeks to identify ways to promote work engagement in the context of this paradigm shift.

The study involved 44 undergraduate and graduate students who participated in two classroom discussions on the impact of hybrid and remote work models on well-being. Thematic analysis was used to analyse the data.

The results indicate that students' expectations have significantly shifted, and HR managers need to implement hybrid and remote work models to ensure a balance between long-term employee and organisational interests. Younger generations seek flexibility in work and education to achieve a better quality of life, rather than a 100% remote system.

The growing demand for hybrid and flexible working has the potential to create a paradigm shift in the way we work. This study contributes to the organisational behaviour literature by investigating the factors that organisations and policymakers should consider when implementing work models in response to the pandemic to promote well-being. The practical implications of this study can be useful for organisations and educators seeking to adapt to this changing work landscape.

The job satisfaction of university graduates can serve as an indicator of success in their professional development. At the same time, it can be a measure of higher education systems’ effectiveness. The purpose is to assess the relationship of university graduates’ socio-demographic characteristics, aspects of their degree program, experiences in the labor market and current working conditions and their job satisfaction.

The data were collected from a survey conducted at 11 Chilean universities with 534 graduates. An ordinal logistic regression model was fit to calculate job satisfaction probabilities for different graduate profiles.

The results show that sex, field of study, gross salary and horizontal match are related to graduates’ job satisfaction. Men and graduates in education and humanities are more likely to report being satisfied with their current job. Those graduates receiving higher salaries and those who are horizontally well-matched report higher levels of job satisfaction.

This study contributes to expanding knowledge about the job satisfaction of university graduates. Specifically, based on the results obtained, it introduces the idea of aspiration fulfillment as a possible determinant of job satisfaction in different fields of study. This can serve as a starting point for research that delves into differentiated expectations for graduates from different disciplines.

First, to analyze the relationships between school effectiveness, as expressed in the improvement gained in academic achievements, and school structure; and second, to analyze the relationships between school effectiveness and school features (e.g. ethnicity, SES, rural vs. central location, class size, prior achievements, and per-student allocation) and to measure their contribution to the explained variation in school effectiveness.

Research on school effectiveness emphasizes the examination of school characteristics that have been found to contribute more to promoting school outcomes. Therefore, by using regression models the purpose of the research is twofold.

The research findings reveal positive significant relationships between school effectiveness, and students' prior achievements, and SES. However, school effectiveness is less related to school structure.

Future research in the field of school effectiveness should extend beyond solely focusing on academic achievements and include the evaluation of broader aspects of students' development, such as values and self-esteem. Recognizing the multifaceted nature of schools, it is crucial to incorporate additional variables into ongoing research efforts to provide a more comprehensive understanding of overall school effectiveness. Moreover, considering the diverse stakeholders involved in the educational process, including parents, teachers, principals, and the community, future studies should strive to examine the collective impact of these factors on school effectiveness. However, it is important to acknowledge the limitations of our study. Our research is constrained by a specific sample size, which may limit the generalizability of our findings. We assert that future studies with larger and more diverse sample sizes would strengthen the validity and significance of our results, allowing for broader implications and insights into enhancing school effectiveness.

This research holds significant importance in understanding the relationships between school effectiveness, school structure, and various school features in the context of Israeli primary schools. By examining the impact of school structure on academic achievements and exploring the contributions of other school-related factors, this study provides insights into the dynamics of educational effectiveness for educational stakeholders.