Generation Gap in Primary Education from the Perspective of Positive Psychology: Identifying Components and Strategies for Promoting Interaction, Resilience, and Flourishing
Subject Areas : Islamic positive psychologyعلی اکبر دولتی 1 * , sahar moradi 2
1 -
2 - Graduate of Educational Psychology, Department of Psychology, Islamic Azad University, Semnan, Iran.
Keywords: Generation gap, Teachers, Primary school students, Educational technology, Interactive learning, Positive psychology.,
Abstract :
This research investigates and identifies the components of the generation gap between primary school teachers and students, focusing on providing practical and comprehensive solutions to mitigate it from the perspective of positive psychology. In this study, adopting a purely qualitative approach and utilizing in-depth, semi-structured interviews with 15 experienced teachers and prominent education experts, the main factors and dimensions influencing the generation gap were systematically identified, analyzed, and classified. The comprehensive research findings clearly indicate that differences in dominant learning styles (e.g., visual and interactive learning versus auditory and rote learning), the method and extent of using new digital technologies, misalignment in social and cultural values and norms, and incompatible mutual educational and pedagogical expectations are among the most important and key factors in creating and intensifying this deep gap. Furthermore, weaknesses in curriculum planning, a lack of teacher empowerment courses in technology, and traditional evaluation systems were also identified as structural factors influencing this gap. In the section on practical and applied strategies, with an approach based on positive psychology, suggestions include: developing and implementing new educational strategies appropriate for the needs of the new generation (such as project-based learning), strengthening the strengths and skills of both groups, continuously increasing positive interactions and mutual understanding between different generations in the educational environment (through joint activities), developing resilience in facing challenges, and intelligently and effectively utilizing emerging technologies and digital platforms in the teaching-learning process to promote flourishing and thriving. These fundamental and practical findings can provide a scientific and practical basis for continuously improving the quality of education, strengthening intergenerational communication, and ultimately, significantly reducing the generation gap in the country's educational environments, paving the way for educating a creative, dynamic generation attuned to future challenges and opportunities.
افلاکی فرد، ا.، فتحی آشتیانی، ع.، و اکبری، م. (۱۳۹۲). بررسی شکاف نسلی بین دانشجویان و اساتید در دانشگاه‌های آزاد اسلامی شهر تهران. فصلنامه مطالعات فرهنگی و ارتباطات، ۹(۳۲)، ۷۵-۹۸.
یوسفی همدانی، ر.، رحیمی، م.، و بابایی، ب. (۱۴۰۰). شکاف نسلی در آموزش و پرورش: چالش‌ها و راهکارهای نوین در عصر دیجیتال. فصلنامه نوآوری در آموزش، ۲۰(۲)، ۱۷۹-۱۹۴.
مهرپرور، ب.، و احمدی، ج. (۱۳۹۷). تبیین شکاف نسلی در نظام آموزشی با تأکید بر نقش فناوری‌های نوین. فصلنامه پژوهش در برنامه‌ریزی درسی، ۱۵(۵۸)، ۹۱-۱۰۵.
معیدفر، س. (۱۳۸۳). شکاف نسلی و ارزش‌ها. فصلنامه تحقیقات فرهنگی ایران، ۱(۳)، ۶۷-۸۸.
نعمتی، م. (۱۳۹۵). تأثیر فناوری اطلاعات بر شکاف نسلی در آموزش. کنفرانس ملی مهندسی کامپیوتر و فناوری اطلاعات، دانشگاه آزاد اسلامی واحد اراک.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226.
Gardner, H., & Davis, K. (2013). The app generation: How today's youth navigate identity, intimacy, and imagination in a digital world. Yale University Press.
Jha, S. K. (2020). Digital Natives in the Classroom: Challenges and Opportunities for Teachers. Journal of Education and Human Development, 9(1), 101-108.
Lisenby, D. M. (2016). Connecting with the digital generation: Strategies for effective teaching in the 21st century classroom. University of North Texas.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6.
Rice, J. (2020). Engaging the Digital Native: A Study of Effective Pedagogical Practices for Generation Z College Students. University of Southern California.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.
Stephens, G. S., & Gunter, M. (2016). Teaching and learning with technology. Sage Publications.
Tang, K. Y., Chaw, L. Y., & Ooi, J. M. S. (2019). Digital natives: How do they learn and what are the implications for teaching?. Innovations in Education and Teaching International, 56(3), 323-332.