Generation Z in Romance Philology : Life Aspirations and Educational Challenges

Abstract

In the light of humanistic discourse, the typical representative of Generation Z is oriented towards external goals (wealth, fame, image) and therefore motivated by external benefits. Although the generational perspective facilitates the definition of educational standards, at the same time it leads to simplification and stereotyping, which may result in the stigmatisation of the individual and a mismatch between the educational process and their real aspirations and needs. From a didactic point of view, it is therefore legitimate to ask to what extent the image of Generation Z presented above is reflected, in a specific educational context, in specific groups of students. In this article, we answer this question with reference to second-year students of Romance philology (now French philology) in undergraduate studies. To this end, we discuss the results of a survey of their life aspirations, which leads us to identify their educational needs and the challenges they pose to academic staff. Although the study discussed in the article cannot be generalized to other or subsequent cohorts of students in Romance/French philology, its results encourage a discussion about the search for a balance between standardization and individualization/personalization of formal education at every level. In the longer term, we will consider possible directions for the transformation of formal education in the context of liquid modernity.