Teaching the TikTok Generation: Adapting Pedagogical Strategies for Short-Form Digital Learners

Abstract

This study  investigates how educators can effectively adapt pedagogical strategies to meet the evolving cognitive and engagement needs of the "TikTok Generation students who are deeply immersed in short-form, fast-paced digital content.

This study explores the implications of TikTok-style engagement on attention spans, memory retention, and learning preferences among secondary and tertiary-level students· Through a critical synthesis of contemporary literature and classroom-based case examples, the research highlights the mismatch between traditional instructional models and the fragmented, audiovisual learning environments students are accustomed to. Particular focus is given to how microlearning, gamification, and multimodal instruction can be utilized to foster deeper engagement.The study also presents insights from interviews with professors across Universities in Baghdad, including educators from institutions like Baghdad University and Al-Mustansiriya, who are experimenting with platforms such as TikTok, Instagram Reels, and YouTube Shorts as educational tools. Ultimately, the paper argues that while short-form digital media poses challenges to sustained attention and critical thinking, it also presents opportunities for culturally responsive, student-centered pedagogy when thoughtfully integrated. This research contributes to the field of digital pedagogy by offering a framework for aligning instructional design with the media habits and cognitive profiles of Generation Z and Generation Alpha learners.