International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Classroom Management Strategies for Generation Z and Generation Alpha: A Conceptual Framework Aligned with India's NEP 2020

Author(s) Dr. Rafi Mohmad
Country India
Abstract The contemporary Indian classroom is witnessing a significant generational transition, with Generation Z dominating secondary education and Generation Alpha rapidly entering foundational and primary levels. These buddies, as true digital natives, are characterized by pervasive technology immersion, average daily screen time of 4–6 hours, remarkably short attention spans (often cited as 8 seconds or less for Gen Alpha), preference for interactive and visual learning, and heightened awareness of mental health and inclusivity. However, these traits also contribute to key classroom challenges, including device distractions, reduced task perseverance, impulsivity, emotional dysregulation, and post-pandemic behavioural shifts, all amplified in India's diverse contexts of multilingualism, urban-rural digital divides, and socio-economic disparities.
This conceptual paper reconceptualizes classroom management for these generations, moving from traditional control-oriented approaches to facilitative, empathetic, and adaptive strategies. Grounded in the National Education Policy 2020 (NEP 2020)—now five years into implementation as of June 2025—it draws on the policy's pillars of holistic development, experiential pedagogy, technology integration (via DIKSHA, PM e-VIDYA, and NDEAR), socio-emotional learning (SEL), and equity for socio-economically disadvantaged groups (SEDGs). The proposed four-pillar framework integrates technology-enhanced engagement (micro-learning, gamification, AI personalization), restorative and socio-emotional practices, flexible experiential pedagogy, and teacher empowerment with equity focus, offering practical, culturally responsive tools to foster engagement, resilience, and lifelong learning.
The paper synthesizes recent literature (2024–2025) with NEP-aligned insights, addressing implementation barriers such as infrastructure gaps and teacher training needs while providing phased recommendations. By bridging generational traits with policy-driven transformation, this work contributes to creating inclusive, dynamic classrooms that empower digital-native learners to thrive in India's knowledge-driven future.
Keywords Generation Z, Generation Alpha, digital natives, classroom management, short attention span, NEP 2020, technology integration, holistic development, socio-emotional learning, gamification, restorative practices, Indian education, equity, digital divide
Field Sociology > Education
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-09-12
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.66527
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E-ISSN 2582-2160
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