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Project-experienced teachers show stronger 21st-century skill promotion, alternative assessment use, richer technology integration, and learner-centered management, while digital citizenship awareness remains underdeveloped across participants.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nPrimary schoolteachers’ readiness for generation Alpha learning environments  \nBanu Kayınova 1*  \n 0000-0003-2647-3351  \nTufan Adıgüzel 2  \n 0000-0001-6232-1246  \n1 Department of Information Systems and Technologies, Faculty of Applied Sciences, Istanbul Gelisim University, Istanbul, TURKEY  \n2 Department of Computer Engineering, Faculty of Engineering and Architecture, Istanbul Gelisim University, Istanbul, TURKEY  \n* Corresponding author: [bkayinova@gelisim.edu.tr](bkayinova@gelisim.edu.tr)  \nCitation: Kayınova, B., & Adıgüzel, T. (2026) . Primary school teachers’ readiness for generation Alpha learning environments. Contemporary Educational Technology, 18(2), Article ep643. [https://doi.org/10.30935/cedtech/18063](https://doi.org/10.30935/cedtech/18063)  \nARTICLE INFO ABSTRACT  \n\n| Received: 20 Oct 2025\u003Cbr>Accepted: 20 Feb 2026\u003Cbr>INTRODUCTION | This study examined primary school teachers’ readiness for the learning environments of generation Alpha, who are greatly influenced by technological advancements and globalization. Although teachers need to be prepared for this new learning ecosystem, existing research offers limited insight into elementary school teachers’ preparedness to address the technologically and pedagogically evolving learning needs of generation Alpha in a globalizing context. Using a qualitative case study approach, we conducted semi-structured interviews with 34 teachers in Turkey. The findings revealed four key dimensions of readiness for generation Alpha learning environments: (1) student development guidance, (2) teacher characteristics, (3) learning environment development, and (4) technology in education. Project-experienced teachers showed advanced competence in promoting 21st century skills, adopting alternative assessment practices, and using learner-centered classroom management. They integrated diverse instructional technologies beyond content delivery and used diverse teaching strategies. Conversely, teachers without project experience showed limited technological integration and relied more on traditional classroom practices. Furthermore, digital citizenship awareness (online ethics and safety) was underdeveloped across all participants, highlighting an overlooked area in teacher preparedness for generation Alpha learners. This study contributes to the literature by identifying the key components of teacher readiness for generation Alpha and highlighting how project-based learning experience enhances pedagogical and technological competencies. The findings have implications for teacher training and educational policy reforms focused on equipping educators for 21st century learning environments.\u003Cbr>Keywords: generation Alpha, education technology, learning environment, primary schoolteacher |\n| --- | --- |\n\nTechnology is transforming education. In this context, traditional teaching approaches need to be reevaluated for the new generation of students who have grown up with digital technologies (Shi et al., 2025) . These students, born after 2010, are referred to as ‘generation Alpha’. They are accustomed to acquiring information from multiple environments through the use of digital devices (Swargiary, 2024) . However, most teachers who interact with this generation were introduced to such technologies later in life. Accordingly, the literature highlights the importance of teachers developing digital pedagogical competencies and restructuring learning environments in response to these changes (Bentri et al., 2022; Karthika & Rajeswari, 2025; Organisation for Economic Co-operation and Development [OECD], 2023) .  \nIntegrating technology into education has been associated with transformations in classroom management, interaction, evaluation, and teacher roles (International Society for Technology in Education [ISTE], 2024; United Nations Educational, Scientific and Cultural Organiza","cbCaieyy37AWka36","https://ap.wps.com/l/cbCaieyy37AWka36","pdf",491124,25,"English","# Introduction\n## Generation Alpha and the Learning Environment\n## Methods\n## Findings: Readiness Dimensions\n## Discussion and Implications","[{\"question\":\"What question does the study address?\",\"answer\":\"The study examines primary school teachers’ readiness for generation Alpha learning environments, focusing on how well teachers can support students in classroom management, teaching strategies, and assessment and evaluation approaches.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A qualitative case study approach was used, with semi-structured interviews conducted with 34 primary school teachers in Turkey.\"},{\"question\":\"What main dimensions of readiness were identified?\",\"answer\":\"Four dimensions were identified: (1) student development guidance, (2) teacher characteristics, (3) learning environment development, and (4) technology in education.\"}]","Primary school teachers’ readiness for generation Alpha learning environments | PDF",1792090869,63]