Akademik Veri Yönetim Sistemi
All Sciences Academy, Konya, 2026
This systematic review examines educators’ resistance to digital and interactive teaching methods in the context of Generation Z, with the aim of offering a comprehensive yet grounded understanding of the issue. Based on a thematic synthesis of 54 studies conducted across different educational settings, the study explores how individual, pedagogical, and institutional factors come together to shape this resistance. The findings suggest that resistance cannot be reduced to individual reluctance alone; rather, it develops through a combination of insufficient and often fragmented professional development, pedagogical concerns, generational differences, and structural limitations such as weak institutional support and unclear policy frameworks. Despite the growing availability of digital tools, many educators continue to face challenges in integrating these technologies effectively into their teaching, which in turn creates a persistent mismatch between instructional practices and the expectations of Generation Z learners. The analysis also shows that sustained and context-sensitive professional development, supported by engaged leadership and coherent institutional strategies, appears to play a significant role in reducing resistance and supporting more meaningful forms of digital integration. Overall, the study contributes to the existing literature by bringing together findings from diverse contexts and highlighting how individual capabilities and broader systemic conditions are closely intertwined. In doing so, it offers a more nuanced perspective on educator resistance and points toward the need for more sustainable and context-aware approaches to digital transformation in education.