Adapting dental education for Generation Z

Fraser Macdonald, Dental Tribune International

Wed. 1. October 2025

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MENDOZA, Argentina: Dental education is at a cross-roads as Generation Z enters the classroom. Born between 1997 and 2012, this cohort has grown up with smartphones, social media and instant access to information. Their expectations regarding learning are reshaping traditional teaching, creating both challenges and opportunities for educators. A recent systematic review by researchers in Argentina shows that active learning strategies are particularly effective in engaging Gen Z dental students.

As shown in the study,¹ these methods—such as flipped classrooms, problem-based learning and case-based learning—emphasise collaboration, critical thinking and applied knowledge, aligning well with the preferences of a generation that values autonomy, digital connectivity and peer interaction. The inclusion of gamification and serious games also enhances motivation, making learning more dynamic and reducing stress.

Research confirms that these approaches improve academic performance, boost confidence in clinical skills and increase overall student satisfaction. Meeting this generation on their own ground is thus crucial for advancing educational initiatives, as shown in comparable research.² Yet, integrating them into dental curricula demands more than simple adjustments. Educators must be supported with training in digital tools and modern pedagogy, ensuring that they can design and deliver meaningful student-centred experiences.

Dr Sofia Piglionico, assistant professor in paediatric dentistry at the National University of Cuyo in Mendoza. (Image: Dr Sofia Piglionico)

Speaking to Dental Tribune International, study co-author Dr Sofia Piglionico, assistant professor in paediatric dentistry at the National University of Cuyo in Mendoza, commented on the greatest obstacles to implementing such an approach. “In my opinion, the biggest barrier is time,” she said. “Adopting student-centred methods requires not only reworking the entire pedagogical plan but also rethinking how content is delivered, which demands a significant time investment. Developing and updating these approaches requires ongoing training and professional development. This is often difficult to prioritise in health teaching because medical professors are often overwhelmed not only with teaching and research but also with clinical duties.”

Institutional commitment is essential too, such as in the provision of structured professional development, protection of teaching time and investment in educational technology. Without this, even the most innovative strategies risk falling short.

According to Dr Piglionico, embracing these new educational strategies should not be seen as an end-point but rather as a juncture in the ongoing process of pedagogical evolution. “I don’t believe that these generational learning preferences represent a permanent transformation, but they are rather part of a continuous process of adapting to technological and society changes,” she said. “Education has always evolved in response to shifts in culture, technology, and student needs. Even now, with the rapid advancement of artificial intelligence, we’re being pushed to rethink educational strategies again. So, the challenge for educators is to remain flexible and open-minded, ready to continue adapting education whenever necessary,” she explained.

Ultimately, reshaping dental education for Gen Z requires systemic change, something also observed in medical education more generally.³ By embracing active learning and equipping teaching staff with the requisite skills and resources, dental schools can create environments that mirror the interactive, technology-driven world that their students know best. This can not only enhance learning outcomes but also prepare future dentists to thrive in an increasingly complex healthcare landscape.

Editorial note:

List of references:

Piglionico SS, Presti AC. Adapting dental education for the Gen Z: an overview of active learning strategies. J Dent Educ. 2025 Jul 29. doi: 10.1002/jdd.13997. Epub ahead of print.
Galang-Boquiren MT, Katebi N, Hong C, Lipp M. Predoctoral orthodontic education in the United States: challenges and opportunities for Generation Z learners. Semin Orthod. 2024 Sep;30(4):409–12. doi: 10.1053/j.sodo.2024.04.008.
Shorey S, Chan V, Rajendran P, Ang E. Learning styles, preferences and needs of generation Z healthcare students: scoping review. Nurse Educ Pract. 2021 Nov;57:103247. doi: 10.1016/j.nepr.2021.103247.