Pedagogical Challenges in Teaching Generation Alpha Learners

Generation Alpha—children born from 2010 onward—represents the first cohort to grow up entirely
within a digitally saturated, hyper-connected world. Their cognitive, social, and emotional
development is being shaped by ubiquitous screens, algorithmic personalization, and globalized
culture. Traditional schooling systems, designed for industrial and information-age learners, now
face unprecedented pedagogical challenges. This paper analyses the distinctive characteristics of
Generation Alpha and identifies the pedagogical, psychological, and ethical dilemmas confronting
educators. Using a mixed-method synthesis of empirical studies, institutional reports, and teacher
interviews, it explores issues such as reduced attention span, multimodal literacy, dependence on
technology, declining social interaction, and the need for socio-emotional learning. The findings
reveal that while Generation Alpha learners demonstrate advanced digital fluency and visual-spatial
intelligence, they struggle with critical reasoning, empathy, and sustained concentration. The paper
argues for a paradigm shift toward experiential, inquiry-based, and technologically balanced
pedagogy that integrates humanistic values with innovation. It concludes that the key to teaching
Generation Alpha lies not in competing with technology but in cultivating curiosity, creativity, and
conscience within technologically enriched learning ecosystems.