In recent months, social media has been abuzz with talk of the phenomenon known as the “Gen Z stare.” What is the Gen Z stare? It’s a long, blank, expressionless look that some Gen Zers give in social situations instead of engaging in the usual small talk or offering a simple greeting.

Although the term started circulating in mid-2024, it began trending more widely in July 2025. The Gen Z stare is one of many behaviours that older generations often struggle to interpret. The discussion on Gen Z stare renewed my interest in how we interpret generational differences in education.

Is a there a cultural gap?

Gen Zers, born between 1997 and 2012, are true digital natives, the first generation raised entirely with the internet, and they navigate the world differently. While some Gen Zers have already graduated, those who grew up swiping iPads in school since Year 3 are now entering higher education. Gen Alpha, born after 2008, will follow closely behind. Most of these students have never known a world without smartphones and their primary form of interaction is through digital platforms. Meanwhile, the majority of us teaching in higher education are millennials (born 1981 to 1996), Gen Xers (1965 to 1980), or baby boomers (1946 to 1964). Could the cultural gap between generations be contributing to broader issues in higher education, such as student engagement, challenges with active learning, and shifting attitudes toward work ethics?

If I didn’t have two teenage children, one Gen Z and one Gen Alpha, I probably wouldn’t notice these things as clearly. Spending time with them and their friends gives me a unique view into how they interact with the world. As frustrating as it may be, I’ve had to adjust just to keep up with them. What I’ve realised along the way is that behaviours adults often read as rudeness or defiance can mean something else entirely. The Gen Z stare, for example, might look like indifference or defiance. But often, it is a social coping mechanism. What come across as attitude might be anxiety, and what looks like detachment might be unfamiliarity with face-to-face social norms.

Although generational differences are frequently discussed in both academia and the workplace, the research itself is far from settled. Scholars often questioned whether generational categories are valid or reliable, arguing that they risk oversimplifying the complex mis of social, cultural, and individual factors that shape people’s lives. More recently, however, there has been a push for critical re-evaluation of this concept, advocating for a shift from simply searching for differences and instead understanding the actual individual and contextual factors that truly influence people by asking: what are the individual and contextual factors that really matter? And why does the idea of “generational differences” keep getting the attention of both academics and employers.

Generational differences in the workplace

Despite the lack of consensus, the notion of generational differences in the workplace is a highly debated and often contentious topic. For the first time in history, five generations are working side by side in the workforce. Baby boomers, Gen X, millennials, Gen Z, and even the first wave of Gen Alpha are now in the mix, and collaboration across generations is not optional. Reports highlight a growing disconnect across these groups, particularly around communication and expectations, with managers already expressing concerns about Gen Zers lack of soft skills. There is a plethora of articles that cover generational differences in workplace including a recent report by the Department of Employment and Workplace Relations on multi-generational workplaces.

So, returning to the earlier question: how do we prepare ourselves as educators to first engage with Gen Zers and then prepare them for the workplace? The task is both an opportunity and a responsibility. It begins with understanding the culture of Gen Zers and recognising the unique perspectives they bring to the classroom, then continue with intentionally developing the interpersonal, cross-generational and professional skills that a multigenerational workforce demands. If employers are already dealing with communication gaps and mismatched expectations, higher education becomes the rehearsal space where we need to design authentic collaboration, feedback rick activities and guided practice. Yet, for any of this to work, we need to earn and hold their trust and attention.

Disengaged or engaging differently?

A key starting point is self-reflection. As educators we should question our own assumptions: are students genuinely disengaged, or are our teaching practices failing to connect with their preferred communication styles? Personally, through my own children, I’ve come to better understand how younger generations see and interact with the world. What I’ve found is that building personal relationships, showing genuine care, role-modelling strong interpersonal skills, and maintaining openness and honesty all contribute to creating meaningful connections. Once that connection is in place, students will be more engaged, and we are in a stronger position to guide students towards developing professional behaviours without judgement. For example, encouraging eye contact, small talk, and face-to-face communication, or designing activities that make these skills feel natural. For example, interactive oral participation assessments give students the change to practice speaking and thinking aloud in a safe environment, while in-class networking opportunities provide practical ways to build confidence and strengthen communication skills. By adopting these approaches, educators can prepare students with much needed employability soft skills.  Although these ideas are frequently discussed in higher education, they become more achievable when educators take time to understand their students’ cultural and generational norms.

Of course, the responsibility does not rest solely with students to prepare for employability. Employers must take an active role in educating their existing workforce to adapt to younger employees, meeting them halfway. At the same time, higher education providers need to prioritise professional development for educators to build expertise in generational communication and student engagement. After all, we all benefit when we understand each other better.

At the core, we are still human. We connect through words, expressions, and kindness. A smile remains a universal language. In my opinion, our role as educators is to help the next generation reclaim these simple, human skills so that, instead of a blank stare, they have the right tools to meet others halfway.

Link to references

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