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A flexible service-learning model for generation z students at a university of technology
Author(s)
Singh, Shah Gershom
Date Issued
2026
Type
master thesis
Publisher
Cape Peninsula University of Technology,
Abstract
This thesis was motivated by the increasing disconnect between traditional Service-Learning (SL) models and the learning preferences of Generation Z (Gen Z) students at a University of Technology (UoT) in South Africa. The study took place during the COVID-19 pandemic, when restrictions disrupted SL projects and exposed the limitations in traditional models built around face-to-face engagement in communities and onsite project implementation. Using Generational Theory as a guide, the research aimed to create a profile of Gen Z students that reflects their learning preferences, characteristics, motivations, and personal perspectives. The intention was to inform the development of a flexible model that can adapt to generational changes and future disruptions. A qualitative case study was conducted within a pragmatic paradigm. Data were collected through semi-structured interviews, a focus group interview, and an online survey. The Gen Z participants, who grew up in a digitally interconnected environment, shared their engagement with learning, while SL lecturers offered additional context. A central concern was that SL pedagogy has not been specifically adapted to Gen Z students. The results of this research suggest that this group of Gen Z students have diverse learning styles, with no learning style or learning environment being dominant. They described themselves as hardworking, determined, and compassionate, with intrinsic motivation and an optimistic outlook on life. They reported that their participation in SL projects was transformative, with students engaging in both rational discourse and critical reflection. However, the findings revealed that Gen Z students need a deeper understanding of core SL principles. They tend to adopt a ‘save the world’ mindset that neglects the reciprocal nature of community service. The pandemic further showcased the need for SL models that are digitally adaptive and can continue during crises. In response to these findings, the study proposes a flexible SL model that incorporates advanced digital strategies like Augmented Reality (AR) and Virtual Reality (VR), alongside inclusive teaching approaches such as Universal Design for Learning (UDL). Augmented Reality can be utilised to create simulated community environments for learners who are studying remotely, while VR can facilitate immersive roleplaying in socially relevant scenarios. The model also proposes structured reflection processes using a Transformative Learning Review (TLR) guide and encourages transdisciplinary projects supported by Artificial Intelligence (AI) technologies. Mindfulness practices are included to promote students’ well-being. This study contributes to the body of knowledge by profiling Gen Z students’ learning preferences and characteristics within the South African higher education context, where such research remains scarce. This study advances practice by developing a flexible SL model that utilises advanced digital technologies and which allows students more than one way to engage in learning. The model is designed to enhance continuity and flexibility in SL projects, enabling students to participate meaningfully, regardless of physical limitations and without compromising the relational and reflective aspects central to SL. The TLR guide is grounded in Mezirow’s TL theory, adds a practical tool for SL lecturers in reviewing transformative learning, and promotes sustainable community service. The findings highlight the need for higher education institutional policies that support digital integration into SL initiatives, a move which will require support from university management, deans, and department heads. The COVID-19 pandemic influenced this study, limiting participant engagement and data collection. In light of this, the researcher recommends further studies to compare the proposed flexible SL model with traditional SL models and to assess its effectiveness and long-term outcomes, both for students and communities.
Additional information
Thesis (DEd)--Cape Peninsula University of Technology, 2026
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Shah_Gershom_Singh_220530807.pdf
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