Generation Z – A New Lifeline: A Systematic Literature Review

Abstract

A generation is a group of people who share similar birth years, life experiences, and cultural influences. Generation Z is the current generation that has attracted much attention from researchers and practitioners. They are defined as those who were born after 1995 and are characterized by their digital nativism and unique characteristics. The aim of this paper is to understand how Generation Z distinguishes itself from previous generations, especially in terms of its values, attitudes, and behaviours. For this purpose, a systematic literature review was conducted using Google Scholar as the main database. The search results were filtered using inclusion and exclusion criteria based on the relevance, quality, and recency of the sources. The main findings of the review are that Generation Z are born after 1995 and are known as digital natives who are proficient in using technology and social media. They also possess unique characteristics such as being entrepreneurial, socially conscious, pragmatic, and diverse. The paper concludes that Generation Z is a distinct generational cohort that requires further research and attention from various stakeholders.

Full text

Generation Z – A New Lifeline: A
Systematic Literature Review
Sri Lanka Journal of Social Sciences and Humanities
Volume 3 Issue 2, August 2023:179-186
ISSN: 2773 692X (Online), 2773 6911 (Print)
Copyright: © 2023 The Author(s)
Published by the Faculty of Social Sciences and
Languages, Sabaragamuwa University of Sri Lanka
Website: https://www.sab.ac.lk/sljssh
DOI: https://doi.org/10.4038/sljssh.v3i2.110
Jayatissa, K.A.D.U.
1
*
1Faculty of Graduate Studies, University of Colombo, Sri Lanka.
Received: 26 June 2023, Revised: 18 July 2023, Accepted: 31 July 2023.
How to Cite this Article: Jayatissa, K.A.D.U. (2023). Generation Z – A new lifeline: A systematic literature review. Sri Lanka Journal
of Social Sciences and Humanities, 3(2), 179-186.
Abstract
A generation is a group of people who share similar birth years, life experiences, and cultural influences. Generation Z is the current
generation that has attracted much attention from researchers and practitioners. They are defined as those who were born after
1995 and are characterized by their digital nativism and unique characteristics. The aim of this paper is to understand how
Generation Z distinguishes itself from previous generations, especially in terms of its values, attitudes, and behaviours. For this
purpose, a systematic literature review was conducted using Google Scholar as the main database. The search results were filtered
using inclusion and exclusion criteria based on the relevance, quality, and recency of the sources. The main findings of the review are
that Generation Z are born after 1995 and are known as digital natives who are proficient in using technology and social media. They
also possess unique characteristics such as being entrepreneurial, socially conscious, pragmatic, and diverse. The paper concludes
that Generation Z is a distinct generational cohort that requires further research and attention from various stakeholders.
Keywords: Attributes, Characteristics, Generation, Generation Z
INTRODUCTION
A generation is a term that describes a cohort of people who
share a common birth period. Currently, the business world
encompasses several generations, such as baby boomers,
generation x, and generation y, and is anticipating the arrival
of a new generation called generation z (Arar & Yuksel,
2015). The concept of 'generation' is often used to refer to a
cohort of people who share a common upbringing and
historical context. However, the precise definition of this
term is not universally agreed upon by different authors.
David Stillman (2017), researcher, writer, and speaker in
generational studies explains his ideology on the evolution
of naming of the generations. He claimed that the naming of
generations started with Baby Boomers, who were born
between 1946 and 1964 when the birth rates increased from
03 million to 04 million per year. The previous generation
was called the “Silent Generation” because they were
perceived as uncommunicative and passive in the
workplace. However, this name did not match their
achievements, such as overcoming the great depression,
winning two world wars and witnessing the first moon
landing (Stillman & Stillman, 2017). Therefore, in the 1990s,
David Stillman (2017), proposed the term Traditionalists,
which was originally used by Time Magazine in 1951 but had
been forgotten. In 1991, a cohort of individuals known as
Generation X emerged. This generation faced various
challenges in their upbringing and development, such as
having working or single parents, lacking adult supervision
after school and witnessing parental unemployment
(Stillman & Stillman, 2017). However, when it came to
1
* Corresponding author: Tel.: +94 (71) 510 5133; E-mail: todimani@gmail.com
https://orcid.org/0009-0003-6699-0924
This article is published under the Creative Commons CC-BY-ND License (http://creativecommons.org/licenses/by-nd/4.0/). This license permits use, distribution,
and reproduction, commercial and non-commercial, provided that the original work is properly cited and is not changed in anyway.
symbolizing the next generation the name that appeared on
screen was Gen Y. It was when the historians Howe and
Strauss (2000) coined the name Millennials in the book
“Millennials Rising” that the term Gen Y was under-utilized.
Today, the limelight of employers is Generation Z. This
cohort has experienced technological changes as a constant
feature of their existence. In fact, a survey by Deloitte (2018)
shows that more than 51% of Gen Z prefer working in the
tech sector. According to Dimock (2019), the introduction of
the iPhone in 2007 and the subsequent developments in
mobile technology, such as Wi-Fi and high-speed cellular
networks, enabled Gen Zers to access the internet and social
media from anywhere and anytime. Thus, he claims that this
constant and on-demand availability of information and
communication has shaped the way Gen Zers interact with
the world and each other, but its effects are still being
studied as this generation is entering the workforce.
On the contrary recent studies have attempted to examine
how Gen Z differ from previous generations in various
aspects of their lives, such as their views, goals, and habits.
The results revealed significant changes in the current
generation of youth compared to their predecessors,
indicating that they have distinct characteristics and
preferences (Vidya Jha, 2021), attitudes and value systems
(Fodor et al., 2017; Fodor et al., 2018).
The aim of this review was to examine the new generational
cohort and its unique features, such as work ethics,
characteristics, and lifestyles. These features are important
to understand because they influence various aspects of

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society and organizations. However, some part of the
existing literature claims that Gen Z is a continuation of the
previous generation, Millennials. This creates challenges in
distinguishing Gen Z from Millennials. Therefore, this review
was guided by the following two research questions:
RQ1: What classifies Generation Z’s differences compared to
other generational cohorts?
RQ2: How is Generation Z different in terms of their
attributes according to reviewed empirical studies?
The article presents a systematic literature review
methodology and its results to address the research
questions. It then discusses the findings and their
implications for Gen Z research, theory, and practice. The
article ends with a conclusion section.
METHODOLOGY
A systematic literature review aims to provide transparent
and rigorous reporting of the steps involved in finding,
selecting, and evaluating relevant studies for a research
topic (Barhate & Dirani, 2021). Therefore, this paper
describes the details of the search strategy, the screening
process, and the inclusion and exclusion criteria that were
applied.
First, the researcher identified the literature relevant to the
topic by searching for research specific to Generation Z
mainly on the Google Scholar database. The following
keywords were used to assist the literature search:
“Generation”, “Generation Z”, “Gen Z”, “characteristics”,
“attitudes”, and “attributes”. Then a systematic literature
review on Gen Z was conducted by selecting the most
pertinent sources from the initial search results, which
included journal articles, online published newspaper
articles, blogs, and industrial reports published after 2007.
The following inclusion and exclusion criteria were applied
to refine our search results.
The inclusion criteria were as follows:
1. The central phenomenon of this article is
Generation Z. Hence, all articles selected included
keywords related to Gen Z in their abstracts.
2. Published books and industrial reports were
included to ensure evidence-based research is
used for this extensive literature review.
3. The aim of this study is to explore the Gen Z cohort
from various perspectives and contexts.
Therefore, the literature review included Gen Z
research from different regions and countries.
Guided by the inclusion criteria articles for the literature
survey were obtained. To ensure more articles were
referred to, the reference list of all the articles was used to
navigate into further research.
The following exclusion criteria were used to filter the
empirical studies and industrial reports that were reviewed:
1. The article excluded any information that was not
relevant to the career goals, preferences or traits
of Gen Z.
2. Articles that considered Gen Z as an extended
cohort of Gen Y (Millennials) were excluded from
the study.
3. Industrial reports that did not provide information
specifically on Gen Z careers, characteristics, and
aspirations were eliminated.
RESULTS AND DISCUSSION
In this section firstly an overview of Generation Z is
elaborated to answer research question one. Then, this is
followed by a discussion about the characteristics of
Generation Z which provides answers to research question
two.
Conceptualizing “Generation Z”.
Gen Z representing 30% of the total global population
(OECD, 2021) has its own set of values, attitudes, and beliefs.
It is not identified through only one stereotype but rather
different ways of being themselves. According to UN
population data projections, Generation Z will comprise
nearly a quarter of the global labour force in 2020, as they
transition to adulthood (Statista, 2021). This emphasizes the
importance of understanding the new cohort who will be
taking the leading role soon.
Gen Z is no different, but there is an important historical
event you can use as a milestone to determine whether
someone is in Gen Z. There are growing appeals to
Generation Z's birth year. While some researchers argue
that this generation is born after 1995, several authors
include people born after 1990 and 2000 or later (Robak &
Albrychiewicz-Słocińska, 2019).
Table 1: Differences in identifying Generation Z birth years
Birth Years
Author(s)
Born in the early 1990s and early 2000s
Arar & Yuksel (2015)
Born between mid-1990 to mid-2000’s
Dwivedula et al., (2019)
Born between mid-1990 to 2004
Sidorcuka & Chesnovicka, (2017)
Born after 1990
Booz & Company, (2010)
Born after 1995
Chillakuri (2020); Dolot (2018); Chillakuri & Mahanandia (2018); Robak
& Albrychiewicz-Słocińska (2019); Berkup (2014)
Born between 1995-2010
Jayathilake & Annuar (2020); Agarwal & Vaghela (2018);Kirchmayer &
Fratričová (2017);Bencsik et al., (2016); Jiri (2016); Fodor & Jaeckel,
(2018); Diaconu & Dutu (2020); Kirchmayer & Fratričová (2017);
Kirchmayer & Fratričová (2018); Huțanu et al., (2018); McKinsey &
Company (2018)
Born between 1995 – 2009
Cseh-Papp et al., (2017)

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Born between 1995-2012
Stillman & Stillman (2017); Wilson et al., (2017); Singh (2014); Barhate
& Dirani (2021); Deloitte (2018)
Born between 1995 – 2015
Koulopoulos & Keldsen (2014) (as cited by Chareewan et al., (2020)
Born after 1995
Tang (2019); Agarwal & Vaghela (2018); Maioli (2016); Fratričová, &
Kirchmayer (2018); Bulut & Maraba (2021); Bieleń & Kubiczek (2020);
Hampton & Welsh (2019); Adecco (2015)
Born after 1995 and raised during the 2000s
Wilson et al., (2017)
Born in 1996 and after
Hameed & Mathur (2019); Bejtkovsky (2016)
Born between 1996 - 2010
Kodithuwakku et al., (2018); Scott (2016) (as cited by Chareewan et al.,
(2020)
Born between 1996 - 2011
Lanier (2017)
Born between 1996 - 2012
Schwieger & Ladwig (2018); n-gen People Performance Inc., (2017)
Born between 1996 – 2013
Grow & Yang (2018)
Born after 1997
Jayathilake (2019)
Born in 1998 - present
Otieno & Nyambegera (2019)
Born before and after 2000
Çora (2019)
Born after 2000
Ozkan & Solmaz (2015)
Mid 1990s to Mid 2000
Lalić et al., (2020)
Source – Author’s findings
There is no consensus on the exact birth years that define
the Z-Generation, but most sources agree that it includes
people who were born after 1995. However, some studies
also consider those who were born after 1996, 1997 or 1998
as part of this cohort. Apart from detailed time lanes
literature highlights the following alternative terms authors
used to address this generation.
Table 2: Generation Z alternative names
Sub-theme
Citation
Digital Natives
Fodor et al., (2018); Fodor & Jaeckel, (2018); Diaconu & Dutu (2020); Kirchmayer &
Fratričová (2017); Kirchmayer & Fratričová (2018); Bejtkovsky (2016); Lalić et al.,
(2020); Huțanu et al., (2018); Lanier (2017); McKinsey & Company (2018); Deloitte
(2018); Grow & Yang (2018); Booz & Company (2010)
Gen Tech
Vidya Jha (2021); Dolot (2018)
Post-millennials
Vidya Jha (2021); Chareewan et al., (2020); Huțanu et al., (2018); Barhate & Dirani
(2021); Dolot (2018)
iGeneration
Vidya Jha (2021); Chareewan et al., (2020); Tang (2019); Çora (2019); Agarwal &
Vaghela (2018); Bejtkovsky (2016); Huțanu et al., (2018); Barhate & Dirani (2021);
Gen Wi-Fi
Zoomers
Vidya Jha (2021)
Homeland Generation
Chareewan et al., (2020); Diaconu & Dutu (2020); Agarwal & Vaghela (2018)
Centennials
Tang (2019); Huțanu et al., (2018);
Generation V
Diaconu & Dutu (2020);
Generation C (connected)
Diaconu & Dutu (2020); Kirchmayer & Fratričová (2017); Booz & Company (2010);
Generation Cox
Internet Generation
Google Generation
The New Silent Generation
Diaconu & Dutu (2020);
App Generation
Agarwal & Vaghela (2018);
Generation Quiet
The Next Generation
The New Silent Generation
Bejtkovsky (2016);
.com Generation
Facebook Generation
Huțanu et al., (2018)
The Sharing Generation
Barnes & Noble College Insights (2018);
Generation Me
Glass (2007)
Online Generation,
Switchers,
Dolot (2018)

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Always clicking,
R Generation; Responsibility
generation
Children of Internet,
Media Generation,
.com Generation
Berkup (2014)
Source: Author’s findings
Having been brought up in the technology era, and the
availability of the internet is always at hand it is not
surprising that Generation Z is alternatively addressed by
technological terms such as digital natives, Facebook
generation, online generation etc. Among many other
things, Generation Z is the first generation to grow up as a
cohort of “always-on” internet connection - knowing only
the era of technology and not anything before.
Characteristics of Generation Z
Gen Z has a unique viewpoint of everything they encounter.
Born and raised in an environment of technological
advancement, they always think ahead while taking
important steps. Having an inclusive thinking Gen Z is unique
and impressive. Therefore, they have higher expectations
than previous generations, especially in terms of their
career. For this reason, it is important for employers to
understand and act on Gen Z’s needs to get the best out of
this tech-savvy generation of workers to achieve goals
together. Having that in mind, going by the literature the
present study identifies the characteristics and expectations
of generation z as mentioned below.
Table 3: Generation Z characteristics
Theme
Sub - Theme
Citation
Communication
Social Media Driven
(Reflexive media users)
Fodor et al., (2018)
In-person communication
Hope (2016) (as cited by Chareewan et al., (2020); Agarwal &
Vaghela (2018); Dan Schawbel (2014) (as cited by Agarwal & Vaghela
(2018); Lalić et al., (2020); Huțanu et al., (2018); Barnes & Noble
College Insights (2018)
Avoid mutual
communication
Kılınç & Varol (2021); Deloitte (2018)
Texting (instant
messaging)
Tang (2019); Çora (2019); Agarwal & Vaghela (2018); Bieleń &
Kubiczek (2020)
Communicate virtually
Çora (2019); Fratričová, & Kirchmayer (2018); Bejtkovsky (2016);
Deloitte (2018)
Informal Communication
Agarwal & Vaghela (2018)
Socialization
Via Internet (online)
Kılınç & Varol (2021); Bieleń & Kubiczek (2020); Lalić et al., (2020);
Social Media
Çora (2019)
Social Networking
Agarwal & Vaghela (2018); Maioli (2016); McKinsey & Company
(2018); Jiri (2016); Sidorcuka & Chesnovicka (2017)
Core Values
Environmentally
Conscious
(Green Behavior)
Fodor et al., (2017); Çora (2019); White Paper (2011) (as cited by
Agarwal & Vaghela (2018); Jiri (2016); Sidorcuka & Chesnovicka
(2017)
Social Activism
Bulut & Maraba (2021); Barnes and Noble College Insights (2018)
Religious/ spiritual
McKinsey & Company (2018)
Honesty
Çora (2019); Agarwal & Vaghela (2018); Otieno & Nyambegera
(2019)
Happiness
Ozkan & Solmaz (2015); Jiri (2016)
Responsible
Diaconu & Dutu (2020); Huțanu et al., (2018)
Internal Motivation
Fodor et al., (2018); Singh (2014) (as cited by Vidya Jha, (2021);
Mahmoud et al., (2020); Bencsik et al., (2016); Jiri (2016); Agarwal &
Vaghela (2018); Otieno & Nyambegera (2019)
External Motivation
Huțanu et al., (2018)
Cultural Diversity
Kılınç & Varol (2021); Agarwal & Vaghela (2018); Mahmoud et al.,
(2020); Maioli (2016); Bulut & Maraba (2021); Wilson et al., (2017);
Lubis et al., (2019)
Transparency
Kılınç & Varol (2021)
Loyalty
Diaconu & Dutu (2020); Jiri (2016); Chillakuri & Mahanandia (2018)
Mutual Respect
Bieleń & Kubiczek (2020)
Career Decisions
Job Hopping
Fodor et al., (2017); Çora (2019); Mărginean (2021)
Career Choice: Tech
Industry
Glassdoor (2019)

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Prefer regular
employment rather than
freelance
McKinsey & Company (2018)
Consumer Behavior
Online shopping
Diaconu & Dutu (2020);
Attributes
Self - Confidence
Said et al., (2020); Kılınç & Varol (2021); Çora (2019); Maioli (2016);
Bieleń & Kubiczek (2020); Ozkan & Solmaz (2015); Barhate & Dirani
(2021); Hampton & Welsh (2019); Maioli (2016); DELL Technologies
(2018)
Independent
Said et al., (2020); Fodor et al., (2017); Peterson (2014:1) as cited by
Arar & Öneren, (2018); Kılınç & Varol (2021); Grow & Yang (2018);
Çora (2019); Bulut & Maraba (2021); Ozkan & Solmaz (2015); Adecco
(2015); Deloitte (2018); Barnes & Noble College Insights (2018);
Berkup (2014); Arar & Yuksel (2015); Sidorcuka & Chesnovicka
(2017); Wilson et al., (2017); Agarwal & Vaghela (2018); Chillakuri &
Mahanandia, (2018); Schwieger & Ladwig (2018); Chillakuri (2020)
Individualistic
Vidya Jha, (2021); Kılınç & Varol (2021); Tang (2019); Çora (2019);
White Paper (2011) (as cited by Agarwal & Vaghela (2018); Bulut &
Maraba (2021); Bieleń & Kubiczek (2020); Huțanu et al., (2018);
Barhate & Dirani (2021)
DIY
Vidya Jha, (2021); Agarwal & Vaghela (2018); White Paper (2011) (as
cited by Agarwal & Vaghela (2018); Bulut & Maraba (2021); Huțanu
et al., (2018); Barhate & Dirani (2021); Adecco (2015); Barnes &
Noble College Insights (2018); Schwieger & Ladwig (2018); Otieno &
Nyambegera (2019); Chillakuri (2020)
Creativity and innovation
Kılınç & Varol (2021); Bulut & Maraba (2021); Bieleń & Kubiczek
(2020); Lalić et al., (2020); Kılınç & Varol (2021); Sidorcuka &
Chesnovicka (2017)
Multi-tasking
Fodor et al., (2018); Fodor et al., (2017); Micoleta (2012) (as cited by
Arar & Öneren, (2018); Kılınç & Varol (2021); Çora (2019); Mahmoud
et al., (2020); Maioli (2016); Fratričová, & Kirchmayer (2018); Bulut
& Maraba (2021); Cseh-Papp et al., (2017); Adecco (2015); Berkup
(2014); Jiri (2016); Sidorcuka & Chesnovicka (2017); Wilson et al.,
(2017); Chillakuri & Mahanandia (2018); Otieno & Nyambegera
(2019); Robak & Albrychiewicz-Słocińska (2019); Lubis et al., (2019)
Tech Savvy
Singh (2014) as cited by Vidya Jha, (2021); Kılınç & Varol (2021); Tang
(2019); Çora (2019); Agarwal & Vaghela (2018); Amanda Slavin
(2015) as cited by Agarwal & Vaghela (2018); Bulut & Maraba (2021);
Bieleń & Kubiczek (2020); Lalić et al., (2020); Huțanu et al., (2018);
Lanier (2017);
Social Media savvy
Adecco (2015); Jiri (2016); Schwieger & Ladwig (2018); Lubis et al.,
(2019)
Smart
Fodor et al., (2017);
Entrepreneurial
Peterson (2014:1) as cited by Arar & Öneren, (2018); Kılınç & Varol
(2021); Çora (2019); Dan Schawbel (2014) as cited by Agarwal &
Vaghela (2018); Bulut & Maraba (2021); Bieleń & Kubiczek (2020);
Huțanu et al., (2018); Deloitte (2018); Barnes and Noble College
Insights (2018); Arar & Yuksel (2015); Wilson et al., (2017); Agarwal
& Vaghela (2018); Chillakuri & Mahanandia (2018); Schwieger &
Ladwig (2018); Dwivedula et al., (2019); Otieno & Nyambegera
(2019); Lubis et al., (2019); Chillakuri (2020)
Take initiative
Kılınç & Varol (2021); Fodor et al., (2017);
Pragmatic/Realistic
Kılınç & Varol (2021); Fodor et al., (2017); Grow & Yang (2018); ÇORA
(2019); Dan Schawbel (2014) as cited by Agarwal & Vaghela (2018);
Fratričová, & Kirchmayer (2018); Kirchmayer & Fratričová (2018);
Mărginean (2021); Lanier (2017); McKinsey & Company (2018); Kılınç
& Varol (2021)
Materialistic
White Paper (2011) as cited by Agarwal & Vaghela (2018);
Kirchmayer & Fratričová, (2018); Lalić et al., (2020); Booz &
Company, (2010)
Ambitious
Maioli (2016); Bulut & Maraba (2021); Huțanu et al., (2018);

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Adaptability
Kılınç & Varol (2021); Tang (2019); Maioli (2016); Huțanu et al.,
(2018);
Collaborative
Hampton & Welsh (2019); Cseh-Papp et al., (2017); Maioli (2016);
Diaconu & Dutu, (2020); Kılınç & Varol (2021)
Attention to detail
Huțanu et al., (2018)
Negative points
Short attention span
Diaconu & Dutu (2020); Maioli (2016); Huțanu et al., (2018); Lanier
(2017); Deloitte (2018); White Paper (2011) (as cited by Agarwal &
Vaghela (2018); Bejtkovsky (2016); Sidorcuka & Chesnovicka (2017);
Wilson et al., (2017); Agarwal & Vaghela (2018); Otieno &
Nyambegera (2019)
Soft skill Gap
Robert Half (2019)
Lack interpersonal skills
Bejtkovsky, (2016)
Not good with words and
emotions
Fodor et al., (2017)
Not good listeners
Bejtkovsky (2016)
Dislikes
Authoritarian rule
Kılınç & Varol (2021); Ozkan & Solmaz (2015)
Hierarchical Structure
Bieleń & Kubiczek, (2020)
Monotonous/Routine
Task
Maioli (2016)
Source: Author’s findings
DISCUSSION
One of the challenges of studying generational cohorts is
defining their boundaries and characteristics. In this paper,
we focus on the generation commonly known as Gen Z,
which is the youngest and most diverse generation in the
world today. We explore two main areas that differentiate
Gen Z from other generations: their birth years, alternative
names, and attributes.
The birth years of Gen Z are not universally agreed upon, but
most studies suggest that they are the cohort born after
1995 (Chillakuri, 2020; Dolot, 2018; Berkup, 2014;
Kirchmayer & Fratričová, 2017; Bencsik et al.,2016;
McKinsey & Company, 2018; Cseh-Papp et al.,2017; Stillman
& Stillman, 2017; Wilson et al.,2017; Singh, 2014; Barhate &
Dirani, 2021; Deloitte, 2018; Tang, 2019; Bulut & Maraba,
2021; Adecco, 2015). This means that they are the first
generation to grow up with the internet, social media,
smartphones, and other digital technologies that have
shaped their worldview and behaviour.
Another area that distinguishes Gen Z is the variety of names
they are referred to by different sources and contexts. Some
of the common names include iGen (Vidya Jha, 2021;
Chareewan et al., 2020; Tang, 2019; Agarwal & Vaghela,
2018; Bejtkovsky, 2016; Barhate & Dirani, 2021), Digital
Natives (Fodor et al.; Diaconu & Dutu, 2020; Kirchmayer &
Fratričová, 2018; Bejtkovsky, 2016; Lalić et al.,2020; Huțanu
et al.,2018; Lanier, 2017; McKinsey & Company, 2018;
Deloitte, 2018; Booz & Company, 2010), post-millennials
(Vidya Jha, 2021; Chareewan et al.,2020; Huțanu et al.,2018;
Barhate & Dirani, 2021; Dolot, 2018) and Zoomers (Vidya
Jha, 2021). Each name reflects a different aspect of Gen Z's
identity, especially their digital nativism. For instance, they
are also known as Gen-Tech (Vidya Jha, 2021; Dolot, 2018),
Generation C (connected) (Diaconu & Dutu, 2020;
Kirchmayer & Fratričová, 2017; Booz & Company, 2010),
Internet Generation (Diaconu & Dutu, 2020), App
Generation (Agarwal & Vaghela, 2018); Facebook
Generation (Huțanu et al., 2018), Online Generation (Dolot,
2018) and .com Generation (Berkup, 2014) for this reason.
The communication preferences of Generation Z have been
a subject of interest for many scholars and researchers.
Generation Z is often compared and contrasted with other
generations, such as Millennials, Generation X, and Baby
Boomers, in terms of their values, attitudes, behaviours, and
preferences. There is no consensus among the researchers
on the preferred mode of communication of Generation Z.
Some studies suggest that Generation Z prefers face-to-face
communication (Agarwal & Vaghela, 2018; Lalić et al., 2020;
Huțanu et al.,2018; Barnes & Noble College Insights, 2018)
over other forms of communication, while others contend
that Generation Z avoids direct interaction (Kılınç & Varol,
2021; Deloitte, 2018) and favours texting (Tang, 2019; Çora,
2019; Agarwal & Vaghela, 2018; Bieleń & Kubiczek, 2020),
virtual communication (Çora, 2019; Fratričová, &
Kirchmayer, 2018; Bejtkovsky, 2016; Deloitte, 2018), and
social media platforms, especially to socialize via the
internet (Kılınç & Varol, 2021; Bieleń & Kubiczek, 2020; Lalić
et al.,2020).
Besides their communication preferences, several studies
show that Generation Z has a set of altruistic values that
reflect their concern for the environment (Fodor et al.,2017;
Çora, 2019; Jiri, 2016), social justice (Bulut & Maraba, 2021;
Barnes and Noble College Insights, 2018), and cultural
inclusion (Kılınç & Varol, 2021; Agarwal & Vaghela, 2018;
Mahmoud et al.,2020; Maioli, 2016; Bulut & Maraba, 2021;
Wilson et al., 2017; Lubis et al.,2019). They also value
personal traits such as loyalty (Diaconu & Dutu, 2020); Jiri,
2016; Chillakuri & Mahanandia, 2018), honesty (Çora, 2019;
Agarwal & Vaghela, 2018; Otieno & Nyambegera, 2019),
responsibility (Diaconu & Dutu, 2020; Huțanu et al., 2018)
and intrinsic motivation (Mahmoud et al.,2020; Bencsik et
al., 2016; Jiri, 2016; Agarwal & Vaghela, 2018; Otieno &
Nyambegera, 2019). Generation Z is willing to challenge the
established norms and seek more from themselves and
others. They are motivated by a sense of purpose and a wish
to contribute positively to the world.
According to various sources (Vidya Jha, 2021; Kılınç & Varol,
2021; Tang, 2019; Çora, 2019; Bulut & Maraba, 2021; Bieleń
& Kubiczek, 2020; Huțanu et al., 2018; Barhate & Dirani,
2021), Generation Z stands out for their individualistic and
independent mindset (Said et al.,2020; Fodor et al., 2017;
Grow & Yang, 2018; Çora, 2019; Bulut & Maraba, 2021;
Ozkan & Solmaz, 2015; Adecco, 2015; Deloitte, 2018; Barnes
& Noble College Insights, 2018; Berkup, 2014; Arar & Yuksel,
2015; Sidorcuka & Chesnovicka, 2017). They are also called
the DIY (Do It Yourself) generation (Vidya Jha, 2021; Agarwal
& Vaghela, 2018; Bulut & Maraba, 2021; Huțanu et al., 2018;
Barhate & Dirani, 2021; Adecco, 2015; Barnes & Noble

185
Jayatissa, 2023
College Insights, 2018) for their creative and innovative
abilities (Kılınç & Varol, 2021; Bulut & Maraba, 2021; Bieleń
& Kubiczek, 2020; Lalić et al.,2020; Kılınç & Varol, 2021;
Sidorcuka & Chesnovicka, 2017). Moreover, they have an
entrepreneurial spirit (Kılınç & Varol, 2021; Çora, 2019;
Deloitte,2018; Barnes and Noble College Insights, 2018; Arar
& Yuksel, 2015; Wilson et al., 2017; Lubis et al.,2019;
Chillakuri, 2020). While some researchers argue that Gen Z
can handle multiple tasks at once (Fodor et al.,2018; Çora,
2019; Mahmoud et al.,2020; Maioli, 2016; Fratričová, &
Kirchmayer, 2018; Bulut & Maraba, 2021; Cseh-Papp et al.,
2017; Adecco, 2015; Berkup, 2014; Jiri, 2016), others
suggest that they tend to lose focus quickly (Diaconu & Dutu,
2020; Maioli, 2016; Huțanu et al.,2018; Lanier, 2017;
Deloitte, 2018).
CONCLUSION
This paper has explored the characteristics and features of
Generation Z, a cohort that is entering the workforce and
shaping the future of various sectors. The paper has
discussed how Generation Z differs from other generations
in terms of their birth year, alternative names, and unique
attributes. The paper has shown that Generation Z is
generally considered to be born after 1995 and has grown
up with digital technology as an integral part of their lives.
Therefore, they are also known as digital natives,
iGeneration, .com generation, Gen tech, Zoomers, and other
names that reflect their familiarity and affinity with
technology. The paper has also highlighted the distinctive
traits of Generation Z, such as their independence,
entrepreneurship, altruism, internal motivation, and short
attention span. These traits have implications for how
Generation Z interacts with others, learns new skills, pursues
their goals, and contributes to society.
The implications of this paper are twofold. First, it
contributes to the existing body of knowledge on
generational differences and provides a comprehensive
overview of Generation Z as a distinct cohort. Second, it
offers practical insights for managers, marketers, educators,
and policymakers who need to understand and engage with
Generation Z effectively. By recognizing the characteristics
and needs of Generation Z, these stakeholders can design
strategies and policies that cater to their expectations, and
values and leverage their strengths and potential.
The paper concluded that Generation Z is a complex and
dynamic cohort that challenges the existing norms and
expectations of the corporate sector. It suggested that
organizations need to understand and adapt to the needs
and values of this generation in order to attract, retain, and
engage them effectively. The paper also recommended that
future research should further explore the diversity and
complexity of Generation Z across different contexts and
cultures and examine the challenges and opportunities that
they face in a rapidly changing world. Furthermore, the
paper called for more empirical studies that examine the
impact of Generation Z on various domains, such as
education, economy, society, and culture.
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