REFLECTION ON THE BELIEFS OF PROSPECTIVE GENERATION Z TEACHERS IN LANGUAGE LEARNING IN THE DIGITAL ERA

Abstract

This study begins with a reflection on prospective teachers' pedagogical beliefs in making learning decisions—particularly in selecting strategies, techniques, materials, and evaluation instruments. Studies on the pedagogical beliefs of prospective Generation Z teachers in the context of language learning in the digital era are still limited, especially regarding the integration of technology and reflective practice in learning. The purpose of this study is to analyze the pedagogical beliefs of prospective Generation Z teachers in determining language learning strategies, teaching techniques, material selection, and assessment instruments. Data were collected through an online questionnaire with a Likert scale (1–5) completed by students of the Indonesian Language and Literature Education Study Program, FKIP, Bung Hatta University. This study used a qualitative descriptive approach with quantitative interpretation covering five main domains: (1) the role of language teachers, (2) teaching strategies and techniques, (3) selection of teaching materials, (4) evaluation and assessment, and (5) perceptions of Generation Z teachers. The results showed that all domains had an average score above 4.0, indicating a high level of pedagogical beliefs. Respondents showed a strong preference for collaborative approaches, project-based learning, the use of authentic materials, and feedback-based formative assessment. In-depth analysis shows that Generation Z teacher candidates possess pedagogical orientations aligned with 21st-century learning paradigms, particularly in the application of technology and reflective practice. These findings have direct implications for teacher education curriculum design, particularly in the integration of digital literacy and reflective pedagogy.