Adapting Teaching Methodologies For Gen Z: Exploring Learning Preferences and Engagement Strategies in Senior High School Settings

This study explores the landscape of AI-driven instructional strategies aligned with Generation Z‘s learning preferences, with a focus on their application in senior high school education. Employing a Systematic Literature Review of 200 journal articles sourced from The Lens.org, and analyzed through Biblioshiny (R-based bibliometric software), the research identifies key trends, contributors, and evolving themes in the scholarly discourse from 2015 to 2025. The findings reveal a dominant concentration of research in higher and medical education contexts, with themes such as e-learning, blended learning, digital literacy, and student- centered pedagogy frequently emerging. A thematic evolution is evident—from foundational digital delivery models to more advanced strategies involving adaptive learning, gamification, and AI-powered personalization. Despite these advancements, there remains a significant research gap in addressing the needs of senior high school students, particularly within non-Western educational systems. The study concludes that while AI technologies hold transformative potential for learner engagement and performance, their practical application in secondary education is still underdeveloped. Thus, this research not only maps the current intellectual structure of the field but also highlights the urgency for context- specific innovations and further empirical studies focused on Generation Z learners in high school settings.