Building gen z work character through the among learning system in vocational education

  • Siti Mariah 
    Universitas Sarjanawiyata Tamansiswa
    Indonesia
  • Esther Hesline Palandi Palandi
    Politeknik Negeri Malang
    Indonesia
  • Soeparwati Soeparwati
    Universitas Islam Negeri Sunan Kalijaga Yogyakarta
    Indonesia

Abstract

This study explores the development of Generation Z’s work character through the implementation of the Among Learning System in vocational education. Employing a qualitative research methodology based on library research and literature review, the study critically examines existing theories and practices related to character building, generational characteristics, and innovative learning models within vocational contexts. The Among Learning System, rooted in cultural and communal learning traditions, emphasizes holistic personal development, including ethics, discipline, responsibility, and collaboration—key attributes for preparing Gen Z students for the dynamic world of work. The analysis reveals that integrating culturally grounded learning methods like the Among Learning System effectively nurtures essential work ethics and soft skills among vocational students. This system fosters not only technical competence but also interpersonal and intrapersonal skills that are critical for employability and professional success. Findings from the literature highlight the challenges Gen Z faces in adapting to workplace demands, such as digital distractions, preference for instant gratification, and diverse learning needs. The Among Learning System addresses these challenges by promoting self-regulation, communal responsibility, and reflective practices within the learning environment. This study contributes to vocational education by offering a framework for educators and policymakers to incorporate culturally relevant pedagogies that align with Gen Z’s unique characteristics. It also underscores the importance of character education alongside technical skills development in vocational training to produce well-rounded, resilient graduates ready to meet future workforce challenges. Further empirical research is recommended to validate these theoretical findings and explore the practical implementation of the Among Learning System across diverse vocational settings.

Keywords
  • Generation Z
  • work character
  • Learning system
  • Vocational education
  • Qualitative study
Lisensing Information
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

References
  1. Ahmad, S. R., Isa, N., Liaw, A., Nazari, M. L., Abdullah, N. P., Rani, M. H., Ahmad, A., Abd Rahman, A. Q., & Lokman, A. M. (2023). Enhancing employability and empowerment: Unveiling factors within PERDA-TECH for sustainable development. Journal of Technical Education and Training, 15(3), 235–244.
  2. Andrianto, T., Susanto, E., Syukri, M. Y., Sulistiana, O., & Irawan, C. (2025). Formulating Character Development Policy in Vocational Higher Education: A Qualitative Study and the V-CODE Model. Journal Integration of Social Studies and Business Development, 3(1), 57–73.
  3. Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. Assessment and Teaching of 21st Century Skills, 17–66.
  4. Burns, R. (2020). Adult Learner at Work: The challenges of lifelong education in the new millenium. Routledge.
  5. Chillakuri, B. (2020). Understanding Generation Z expectations for effective onboarding. Journal of Organizational Change Management, 33(7), 1277–1296.
  6. Cooper, H., Hedges, L. V, & Valentine, J. C. (2019). The handbook of research synthesis and meta-analysis. Russell Sage Foundation.
  7. Dean, S. A. (2017). Soft skills needed for the 21st century workforce. Walden University.
  8. Dunas, D. V, & Vartanov, S. A. (2020). Emerging digital media culture in Russia: modeling the media consumption of Generation Z. Journal of Multicultural Discourses, 15(2), 186–203.
  9. El-Menawy, S. M. A., & Saleh, P. S. (2023). How does the mediating role of the use of social media platforms foster the relationship between employer attractiveness and generation Z intentions to apply for a job? Future Business Journal, 9(1), 65.
  10. Goleman, D., Welch, S., & Welch, J. (2012). What makes a leader? Findaway World, LLC New York.
  11. Graham, L. P. (2018). Generation Z Goes to Law School: Teaching and Reaching Law Students in the Post-Millennial Generation. UALR L. Rev., 41, 29.
  12. Gravett, W. (2020). The Influence of Technology on the Learning Styles of Millennial Law Students. THRHR, 83, 342.
  13. Hernandez-de-Menendez, M., Escobar Díaz, C. A., & Morales-Menendez, R. (2020). Educational experiences with Generation Z. International Journal on Interactive Design and Manufacturing (IJIDeM), 14(3), 847–859.
  14. Huang, J. (2021). Research on the integrated teaching model of open education and vocational education. Open Access Library Journal, 8(11), 1–10.
  15. Keller, M. Lou. (2019). Doing good while doing good business: laying a cornerstone for social responsibility by fostering personal development and prosocial behavior in the workforce.
  16. Kuleto, V., P, M. I., Stanescu, M., Ranković, M., Šević, N. P., Păun, D., & Teodorescu, S. (2021). Extended reality in higher education, a responsible innovation approach for generation y and generation z. Sustainability, 13(21), 11814.
  17. Malik, A. (2024). Ethical Leadership in Business Management. Journal of Business Management, 3(01), 21–32.
  18. Maloni, M., Hiatt, M. S., & Campbell, S. (2019). Understanding the work values of Gen Z business students. The International Journal of Management Education, 17(3), 100320.
  19. Mau, F. A. (2024). Integrating Character Education in Al-Syifa Islamic Boarding Schools: A Case Study Approach. Edu Spectrum: Journal of Multidimensional Education, 1(1), 1–14.
  20. Näkk, A.-M., & Timoštšuk, I. (2024). Primary School Teachers’ Perspectives on the Relationship Between Students’ Learning and Work-Related Skills. Social Sciences, 13(12), 681.
  21. Ochis, K. (2024). Gen Z in Work: A Practical Guide to Engaging Employees Across the Generations. Taylor & Francis.
  22. Paasonen, S. (2021). Dependent, distracted, bored: Affective formations in networked media. MIT Press.
  23. Parker, S. K. (2017). Work design growth model: How work characteristics promote learning and development. In Autonomous learning in the workplace (pp. 137–161). Routledge.
  24. Robertson, M. E. (2023). Youth Cultures, Responsive Education, and Learning. IGI Global.
  25. Sadouni, B. B. (2023). Facilitating Literature Instruction through Cloud-based Animation Platforms. Case Study: Generation Z Students of EFL Literature at Chlef University’s Department of English. Leila KARA MOSTEFA-BOUSSENA.
  26. Saleem, R., & Fatima, A. (2018). Enhancing Economic Development through Vocational Education: Insights from Pakistan. Journal of Business and Economic Options, 1(4), 106–112.
  27. Santoso, F. P., Mulyoto, D., & Hanif, M. (2020). Inculcating character values to the student of polytechnic ATMI Surakarta vocational school. Univ J Educ Res, 8(3), 79–89.
  28. Smith, I. H., & Kouchaki, M. (2021). Ethical learning: The workplace as a moral laboratory for character development. Social Issues and Policy Review, 15(1), 277–322.
  29. Tlili, A., Huang, R., Shehata, B., Liu, D., Zhao, J., Metwally, A. H. S., Wang, H., Denden, M., Bozkurt, A., & Lee, L.-H. (2022). Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis. Smart Learning Environments, 9(1), 1–31.
  30. Van Lierop, S. A. P. (2023). Generation z reaching adulthood in society: Perceptions of Generation Z’s impact on the construction of Societal Challenges and Organisational Changes in Western Europe: A Qualitative Exploration.
  31. Zhang, H., & Tian, M. (2024). Unpacking the multi-dimensional nature of teacher competencies: a systematic review. Scandinavian Journal of Educational Research, 1–22.

Downloads

PDF

Statistic

Abstract Views
: 82 times
PDF
: 53 times