IZMEĐU EKRANA I DIJALOGA: OBRAZOVANJE I KVALITETA ŽIVOTA GENERACIJE ALFA I GENERACIJE BETA
BETWEEN SCREENS AND DIALOGUE: EDUCATION AND THE QUALITY OF LIFE OF GENERATION ALPHA AND GENERATION BETA

Summary/Abstract: Contemporary educational policies and pedagogical practices face challenges in the upbringing and education of new generations – Generation Alpha and the emerging Generation Beta– whose childhood and adolescence unfold within contexts of intensive digital immersion, accelerated societal change, redefinition of fundamental life values, and transformation of traditional patterns of socialization. Under such circumstances, education cannot be regarded solely as a space for knowledge transmission, but as a crucial social and pedagogical mechanism for enhancing the quality of life of children and youth. The study is based on an analysis of the specific characteristics of Generation Alpha and Generation Beta in order to critically examine the connections between educational practices, well-being, and identity formation in contexts where privacy, identity, and authenticity are highly fluid and mutable concepts. The central thesis of the study posits that improving the quality of life of these generations requires the development of flexible, inclusive, and critically oriented educational approaches that foster active learner participation, the development of emotional and social competencies, and the responsible and ethically informed use of digital technologies and artificial intelligence systems, which are increasingly involved in educational processes. Particular attention is given to the role of the school as a community of learning, relationships, and dialogue. This environment can contribute to learners’ sense of security, belonging, and purpose in the fragmented digital everyday life. It also creates space for reflection on innovative models that view educational processes not as a source of pressure, but as a resource for resilience,meaning, and socially responsible futures. In conclusion, education oriented toward the quality of life should be grounded in the principles of participation, justice, and pedagogical care, with the teacher recognized as a key pedagogical actor and critical mediator between tradition, contemporary challenges, and future societal needs.

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