Academic Satisfaction and Technological Engagement Among Generation Z Students
Academic Satisfaction and Technological Engagement Among Generation Z Students

Summary/Abstract: Purpose: This study examines Generation Z students’ expectations and perceptions of the university environment at Alexander Dubček University of Trenčín, focusing on (1) the integration of modern technologies in higher education—particularly artificial intelligence (AI) and augmented reality (AR), (2) satisfaction with study-life balance, and (3) the perceived alignment of study programs with labor market needs. Design/methodology/approach: A quantitative research design was applied using a structured online questionnaire. The dataset comprises 554 randomly selected students from all faculties. Responses were measured on a five-point Likert scale. Data analysis employed descriptive statistics, Pearson’s chi-square tests, and Cramer’s V to assess associations between demographic/academic characteristics and students’ attitudes. Findings: Faculty affiliation is significantly associated with attitudes toward including AI and AR in curricula, with students from technically oriented faculties showing the strongest support. Satisfaction with study-life balance differs significantly by gender and field of study, with higher satisfaction reported by female students and by students in applied or healthcare-related programs. Perceived labor market relevance of study programs is significantly influenced by both region and field of study, with greater confidence reported in vocational and healthcare disciplines. Overall, the results indicate that Generation Z students’ academic experience is shaped by an interplay of technological, personal, and institutional factors. Research limitations/implications: The study is limited by its single-institution context and reliance on self-reported questionnaire data, which may constrain generalisability. The findings imply a need for (a) broader and more consistent integration of advanced technologies across disciplines, (b) targeted institutional measures to support student well-being and study-life balance, and (c) curriculum strengthening to reflect evolving labor market expectations. Originality: The study contributes empirical evidence from a Central European university context by jointly analysing students’ attitudes toward AI/AR integration, study-life balance satisfaction, and perceived labor market alignment, while also testing how these perceptions differ across faculties, demographic groups, and regions.

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