Pedagogical reflection and Generation Z, investigating consumption to educate for sustainability

Abstract

Knowing and investigating Generation Z represents, for pedagogical reflection, an opportunity to question how to educate future generations of consumers in sustainability. The massive presence of pervasive and evolving technological innovation characterizes the present of Gen Z, allowing them to be more aware of the capability and risks that living in continuous technological transformation brings with it. The complexity of the present time translates into multiple paths with seemingly endless opportunities of choices. This multiplicity of possibilities and contexts makes the 'photograph' of Gen Z more fragmented, which can be outlined between multiple opportunities and as many indecisions. The issue of youth needs to be considered to give them a voice, tools and opportunities to mature and respond at the challenges that social complexity and environmental reality.