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However, not all changes are good and beneficial for society, so schools must also think critically and work with a time lag that allows for critical reflection and the search for more rational and optimal solutions.  \nTeachers remain essential in the educational process, but their role changes drastically. This shift should not stem from random decisions by inventive individuals but rather from carefully considered reflections on new pedagogical paradigms. Today, this is called digital pedagogy, which inevitably transitions into generative pedagogy. Moreover, the shift from one to the other is discreet yet represents a quantum leap in an extremely short time. However, the teacher/human is no longer primarily a holder and transmitter of knowledge. Instead, their role increasingly shifts toward education in the affective domain, where they become facilitators of relationship-building and human values.  \nKeywords: digital pedagogy, generative pedagogy, net generation, education transformation  \nIntroduction  \nSartre warns that existential questions cannot be answered once and for all. Philosophical questions, by definition, are questions that generations must constantly ask themselves, as this fosters a vivid sense of being alive in us (Sartre, 1984) .  \nThe school is more than ever at a crossroads and needs drastic rethinking. A system of constant change is no longer sufficient, but we need a comprehensive renewal, especially in the pedagogical and didactic fields. We must proceed from the fundamental theses of the school as an educational institution, which must develop students as a comprehensive personality. Therefore, it must consider all three fundamental starting points of Bloom’s original taxonomy (Bloom, 1956) and all taxonomies developing from it, e.g., the revised Bloom taxonomy (Krathwohl & Anderson, 2001) . However, the two fundamental theses still have to remain  \n1. that the school, is a school for life, and  \n2. that life (society) is changing faster and more drastically.  \nFrom these two premises, if life (society) changes rapidly and drastically, school (education) must change accordingly. Of course, we must be aware that not all changes are good and beneficial for society. So, the school must also think critically and work with a time lag that allows for critical reflection and the search for perhaps more rational and optimal solutions.  \n\n|  | [https://doi.org/10.33225/BalticSTE/2025.11](https://doi.org/10.33225/BalticSTE/2025.11) |\n| --- | --- |\n|  |  |\n|  |  |\n\nThis is an open access article under the  \nCreative Commons Attribution 4.0 International License  \nProceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025   \n12  \nBy following these assumptions, we can develop a learner-centred strategy for education from the turn of the 20th century to the 21st century. Based on the generations that meet in today’s educational process in formal or various non-formal forms of education, we focus on the transition from Millennials (1981 – 1995) and further Generation Z (Gen Z – 1995 – 2012), colloquially known as Zoomers, which represent the demographic cohort succeeding Millennials and preceding to the Generation Alpha, born between 2010 and 2024. The reason named them Generation Alpha is because they are not a return to the old, but the start of something new. Even more than their parents’generation (the Millennials), there is a greater sense of Generation Alpha being shaped in the new millennium. The fusion of these gener","cbCaigwSfK7PbDuc","https://ap.wps.com/l/cbCaigwSfK7PbDuc","pdf",849238,"English","# Abstract\n# Keywords\n# Introduction\n## Educational transformation under rapid societal change\n## Teacher role shift to affective education\n## From digital pedagogy to generative pedagogy","[{\"question\":\"Why must schools change when society changes rapidly?\",\"answer\":\"When life (society) changes rapidly and drastically, education must change accordingly. Schools should also think critically and use a time lag for reflection to seek more rational and optimal solutions.\"},{\"question\":\"How does the teacher’s role change in digital and generative pedagogy?\",\"answer\":\"Teachers remain essential, but they no longer primarily transmit knowledge. Their role increasingly supports affective education—building relationships and fostering human values.\"},{\"question\":\"What generations are discussed as part of the Net generation?\",\"answer\":\"The focus includes Millennials (1981–1995) and Generation Z (1995–2012), often called Zoomers, as the demographic cohort succeeding Millennials and preceding Generation Alpha (born 2010–2024).\"},{\"question\":\"What key shifts are highlighted for the Net (Web) generation?\",\"answer\":\"The text emphasizes that technology enables different learning approaches, and learners differ in how they acquire knowledge. It also describes a move from Internet 1.0 to later stages, blended learning models, and the need to shift from digital to generative pedagogy.\"}]","EDUCATION TRANSFORMATION FOR NET GENERATION - digital pedagogy & generative pedagogy | PDF",1792053259,18]