This article presents the results of a study conducted in the area of qualitative social research in relation to the interpretative paradigm, as well as a review of research concerning the specificity and characteristics of the functioning of representatives of Generation Z (Zoomers, GenZ) and Generation Alpha. The aim of the present research was to assess the opinions of university teachers regarding the functioning of the iGen generation and the challenges of educating students representing Generation Z. In this research, a focus interview method was used. Interviews were conducted over a period of 6 months, with a total research sample [N = 150] of university teachers. Sociological, pedagogical and psychological analyses indicate different functioning of the young iGen generation in the context of social relations, learning and communication processes in relation to previous generations. These differences affect the educational process—the transmission of knowledge and the relationship of teachers with students. An analysis of the research results allowed for the proposal of exemplary educational solutions such as the competence-based education (CBE) model, as well as problem- and project-oriented learning (PBL) methods. The conclusions led to the design of practical guidelines that could be implemented in the process of educating students and, at the same time, preparing young people for the changing needs of the labour market.

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