Biju Dharmapalan
Children of today, who are members of Generation Alpha and were born roughly between 2010 and the present, are the first generation to have grown up totally in the age of smartphones, artificial intelligence assistants, and everything available on demand. In the most literal sense, students in the Gen Alpha generation are digital natives. In fact, their appearance coincides with the launch of the first iPad by Apple.The phrase was introduced by Mark McCrindle, the founder of the Australian consultancy McCrindle Research.
They are the true children of the 21st century, immersed in a digital world. Even before exposure to the diversity of Mother Nature, these kids were exposed to digital phones and toys.The interaction with devices driven by artificial intelligence, immersive applications, and interactive material has been present in their lives since they were very young. Members of generation Alpha rely on technology to help them discover the world. As a result, they are not as dependent on physical contact with their peers like previous generations.They are accustomed to having customised and available experiences on demand, whether in the realm of communication, learning, or entertainment. The members of this generation process information more quickly, prefer visual and immersive content, and frequently have shorter attention spans when it comes to passive learning methods.
Why the Old Timetable Doesn’t Fit
Conventional school and college schedules, which consist of fixed intervals of thirty-five to fifty minutes and a significant emphasis on learning based on lectures, are not able to meet the cognitive and emotional requirements of Generation Alpha. Extended periods spent listening without actively participating result in disengagement, tiredness, and a lack of more profound knowledge. According to research, attention spans peak within ten to fifteen minutes, after which learners require diversity or movement to regain focus.
Furthermore, research has shown that unbroken intervals are necessary for deep work, which is defined as continuous concentration on hard activities. We must move away from fragmented schedules and allow students to engage in inquiry-led learning, construct projects, and struggle with complex topics. This will allow students to engage in these activities.
Pedagogy for Digital Natives
Continuous interaction and visual stimulation shape Gen Alpha’s thinking. While shorter attention spans are a concern, they also offer an opportunity to redesign education itself. Passive lectures are demonstrably less effective for these learners compared to active, participatory models. Approaches such as flipped classrooms, microlearning, and project-based learning better align with their preferences and strengths. Consequently, the teacher’s role must evolve from information provider to learning facilitator. Classrooms should prioritise real-world challenges, interdisciplinary projects, and peer collaboration.
Incorporating technology meaningfully-not as a gimmick-can further boost engagement. Adaptive learning tools, virtual labs, and simulations help personalise learning pathways so students can progress at their own pace. However, implementing these strategies successfully requires rethinking the timetable to give teachers flexibility to coach, guide, and support.
Supporting Well-being and Balance
Another crucial factor to consider when reevaluating schedules is the well-being of students. In today’s world, young individuals encounter an overwhelming amount of information, intense expectations for performance, and numerous digital distractions. The quantum of digital information from various bots like Chat GPT gives the students of this generation a ‘False Confidence’, which needs to be addressed by the teachers. Educational institutions should incorporate contemplation, physical activity, and interpersonal engagement opportunities. Extended breaks, mindfulness practices, and dedicated time for personal interests or discovery can serve to mitigate the relentless nature of our modern lifestyle.
Towards a Flexible, Modern Timetable
We need to develop a time table and curriculum rooted in the 70:20:10 learning model:
* 70% experiential learning through projects, labs, and real-world tasks;
* 20% social learning through collaboration and mentoring;
* 10% formal instruction to build core concepts.
This framework supports the flipped classroom approach, where students engage with pre-class content-videos, readings, or simulations-and use class time for discussion, clarification, and problem-solving. Integrating microlearning modules-concise 10-20-minute content nuggets-ensures core concepts are introduced in manageable doses suited to Gen Alpha’s cognitive patterns.
Further, project-based learning (PBL) should be embedded into weekly plans, combining group work, lab sessions, and cross-disciplinary exploration. For instance, longer learning blocks can be allocated for in-depth projects rather than dividing each day into uniform periods. An Academic Engagement Time window-say, 11:00 am to 1:00 pm-can be reserved for lab work, library research, or paper writing. This period of independent exploration reinforces ownership, curiosity, and critical thinking.
An Ethical Imperative
Ultimately, reimagining academic structure is not merely an administrative challenge but an ethical imperative. If we continue forcing 21st-century learners into 20th-century moulds, we risk diminishing their curiosity and creativity. There are many students who say that schools and colleges don’t provide what they need. Even a school boy in class six is critical about the way his teacher is teaching. Unfortunately, most of our teachers, who are born as Generation Z, are not able to understand the feelings of Gen Alpha. If our teachers don’t change they will be a misfist in the present day academics. We don’t have much time to deliberate on this. If we don’t act now, we will destroy the future of the whole Gen Alpha.
(The author is the Dean -Academic Affairs, Garden City University, Bangalore)
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