Document Type : Original Article

Authors

• sarieh rashidi ¹
• Jamal Salimi ²

¹ M.A. Student in Curriculum Studies, Department of Educational Sciences, Faculty of Humanities, University of Kurdistan, Sanandaj, Iran

² دانشیار دانشگاه کردستان

Abstract

In Iranian higher education, generational shifts and the emergence of Gen Z students necessitate a fundamental rethinking of pedagogical and communication paradigms. Relational pedagogy has become crucial for restoring student agency, creating meaning, and ensuring educational efficacy. This study aimed to deeply explore university professors’ lived experiences in interacting with Gen Z students, understanding the challenges and dynamics of relational pedagogy. Rooted in the interpretivist paradigm, this study utilized a qualitative design with a narrative inquiry approach. The research field comprised faculty members at the University of Kurdistan. Participants were selected via purposive criterion sampling, continuing until data saturation was reached with 16 professors. Data were gathered through semi-structured interviews and analyzed using thematic analysis (Braun & Clarke, 2006). The findings revealed three overarching themes regarding the dimensions and nature of relational pedagogy: “Contextualized Care,” which involves acting as a fair observer and provider of psychological safety; “Agency of the Active Academic Subject,” focusing on creating dialogue-oriented spaces and managing preconceptions; and “Parental Altruism,” encompassing compassionate strictness and professional self-de-escalation. The study highlights the necessity of transitioning from vertical authority to collaborative authority. It demonstrates that relational pedagogy demands a reconceptualization of professors’ professional identity, the suspension of stereotypical assumptions about the new generation, and an embrace of intellectual vulnerability. Practical implications emphasize revising teaching quality evaluation systems, designing socio-emotional professional development workshops, and developing guidelines for classroom psychological safety to foster reciprocal growth for both professors and students.

Keywords

• Relational Pedagogy
• Higher Education
• Narrative Inquiry
• Active Academic Subject
• Generation Z

Main Subjects

• Higher Education