By Miguel Azzopardi -May 11, 2025
How has the rise of digital technology changed the way young people learn? Over the past few decades, technology has become a big part of our lives, affecting both work and personal life.
For young people who have grown up in an environment filled with constant information and new stimuli, their brains are influenced by these experiences. The way they learn, process, and retain information is fundamentally different from previous generations.
This is the topic of a new book by educational neuroscientist Dr Erika Galea and psychologist Ms Olga Sayer, which considers these factors and provides teaching strategies better suited to those growing up in an environment immersed in information and technology.
The book, Generation Alpha in the Classroom: New Approaches to Learning, published by Oxford University Press, is designed to help educators, parents, and policymakers understand the unique learning needs and traits of students born between 2010 to 2024.
Newsbook Malta spoke to Dr Erika Galea about her book, her motivation for writing it, and how the science of teaching and learning can inform educational practice.
“Relying solely on traditional teaching methods no longer resonate with Generation Alpha”
Dr Galea explained that Generation Alpha, often referred to as “digital natives,” have grown up surrounded by digital technology. This influences the way they process information, collaborate, and engage in learning. It was this shift in how students interact with the world, along with the impact of Dr Galea’s work locally, that led Oxford University Press to invite her to write a book, offering insights and strategies to help teachers better support students’ learning needs.
These students, Dr Galea says, face distinct challenges, such as maintaining attention, instant gratification and frequent task-switching, while also having exceptional strengths like a strong identity with technology, the ability to learn quickly in areas of interest, and an entrepreneurial mindset with a sense of social responsibility. Dr Galea’s book explores the distinctiveness of Generation Alpha students and considers the neuroscience behind their behaviour.
“Through observing my own children, Matthew and Nicola, who are part of Generation Alpha, as well as students in schools, it is clear that teaching methodologies must evolve across all levels of education—from nursery to tertiary education. Relying solely on traditional methods no longer resonate with these students, and if we fail to adapt, progress will stagnate. We will not achieve the results we hope for, whether on a national scale or in terms of skill development”.
Furthermore, she noted that continuing to use outdated methods could take a toll on educators’ mental health, leading to burnout and frustration, as they struggle to meet the needs of students who learn in fundamentally different ways.
Dr Galea emphasised that what may have worked for previous generations “simply won’t suffice anymore”.
“Teaching is no longer just about delivering content – it is about facilitating knowledge and guiding students to develop higher order skills, rather than simply focusing on content, some of which may no longer be relevant to today’s students”.
She stated that Generation Alpha – and even more so Generation Beta, those born in 2025 and beyond – require dynamic, interactive teaching strategies and syllabus topics that align with “how their brains are wired to learn”. She suggested that teaching methods should consider insights from the science of teaching and learning to better meet these new learning needs.
Dr. Galea stressed that we cannot prepare students for “a world that no longer exists”.
“The job market, technology, and social dynamics are evolving rapidly, yet some teaching methods remain stuck in the past”. She said that if we continue relying on outdated approaches that focus solely on memorisation and rigid structures, we not only risk leaving students unprepared for the challenges and opportunities of the future but also limit their ability to reach their full potential.
“With this also comes our mode of assessment, which heavily influences the way teachers teach”. Indeed, her book explores alternative assessment methods that teachers can adopt—ones that are both effective and adaptable within our local education system.
She said she has already witnessed some teachers who were transforming their teaching, embracing adaptability and flexibility to better engage their students. “By tweaking their methods, they are reaching students more effectively, promoting deep learning, and equipping them with the skills needed to thrive in this fast-changing world”.
Dr. Galea and Ms. Sayer’s book offers practical ideas to help teachers achieve this shift. It provides new teaching strategies, reflective questions, and sample activities that can be used in any subject. The book also offers sample lesson plans that are easy to adapt, helping teachers engage students and support their learning better.
Teachers cannot do it alone — parents play a key role
Dr Galea said that for this transformation to be effective, parents also need to be on board. Her book emphasises how the three most important stakeholders in education – students, teachers, and parents should come together to foster a collaborative environment to drive progress.
Teachers cannot do it alone — parents need to be part of the process. Learning does not stop when children leave school, and parents play a big role in influencing how they think, learn, and grow.
Dr. Galea explains that “as parents, we need to adjust our approach to better align with how this generation processes information, learns, and interacts with the world. This does not mean letting go of important values like respect, empathy, and responsibility. Instead, it is about creating a more flexible and supportive environment that helps children thrive”. When teachers and parents work together, students are better prepared for the challenges of today’s fast-changing world.
But with teachers and educators already overburdened, how will they incorporate these methods into their teaching practice? And what are the benefits of doing so? Find out in the second part of this feature, to be published on 18th May 2025.