Management opportunities for the well-being of generation Z students in higher education: the case of Lithuania

In the context of scientific literature, this article presents an assessment of the factors determining the well-being of Generation Z students in higher education and discusses the possibilities for managing student well-being. The authors understand the management of Generation Z students’ well-being in higher education as a unified process of planning, organising, implementing, and controlling, based on institutional coordination, participatory decision-making, and cooperation between the higher education institution and students. Such an approach creates preconditions for systematically reducing psychosocial risks and increasing students’ engagement in the study process, considering the views of Generation Z learners. Research aim: to investigate the factors determining the well-being of Generation Z students in higher education and to identify the possibilities for its management. Analytical descriptive, quantitative, and statistical methods were applied. Using a quantitative research strategy, the attitudes of respondents (n=290) towards the factors determining Generation Z students’ well-being in higher education were identified, and, based on participants’ assessments, possibilities for managing the well-being of Generation Z students in the study process were outlined. The results showed that although more than two-thirds (74.1%) of respondents rated their well-being at their higher education institution as relatively high (scores 6–8) or very high (scores 9–10), one-quarter (25.9%) indicated feeling unwell, rating their well-being between 1 and 5 on a 10-point scale. Data analysis revealed that the organisation of the study process – clear and accessible study information provided through various channels, appropriate study pace and workload (alignment of tasks and time), and study content (lecture topics, materials, methods, etc.) – as well as good, collaborative relationships between teachers and students, are among the key factors determining the well-being of Generation Z students in higher education. The research found that diverse communication forms with teachers, attractive study methods, flexible opportunities to combine studies with work, and a modern, innovative study environment may be effective ways to enhance Generation Z students’ well-being in higher education. Furthermore, clearly presented study process information, comprehensible teaching materials and assessment requirements, as well as clear and flexible assessment organisation (including timing and volume) and appropriate distribution of study workload, were evaluated by participants as essential measures for ensuring the well-being of Generation Z students. The study results provide valuable insights into the factors influencing the well-being of Generation Z students within the study process at the organisational level of higher education institutions. They also offer lasting value for academic discourse by outlining potential directions for managing the well-being of Generation Z students in higher education.