Does school prepare young people for independent life in a rapidly changing world? An increasing body of research shows that Generation Z students need not only knowledge, but also agency, critical thinking, and a sense of influence over their own lives.
The world in which Generation Z is growing up is unpredictable and full of conflicting expectations. On the one hand, young people are told they should be independent and creative; on the other, they function within an education system based on reproducing patterns and complying with rigid rules. This tension increasingly leads to frustration and a sense of powerlessness.
As shown in an analysis by Maciej Pabisek and Katarzyna Pająk-Załęska published in the quarterly EDUKACJA, students experience what the authors describe as “entanglement” in school, family, and social structures. In practice, this means limited autonomy, a low sense of agency, and difficulty translating school knowledge into real-life challenges.
Generation Z Wants Meaning and Influence
For young people today, good grades are no longer enough. They want to understand the purpose of learning, have a real influence on their actions, and see that school prepares them for life beyond the classroom. When this coherence is missing, motivation declines and students feel that education is “lagging behind” reality.
The authors point out that one possible response to these challenges is an educational model based on student subjectivity. Such a model fosters critical thinking, responsibility, and decision-making skills.
The Graduate Profile – More Than Just a Document
In this context, the Graduate Profile (for both female and male graduates) takes on particular importance—not as a list of expectations, but as a practical tool for change. When implemented consistently, it can become a reference point for curricula, teaching methods, and students’ everyday school experiences.
The authors emphasize the emancipatory potential of the Graduate Profile. It can support young people in building a sense of agency if schools focus not only on transmitting knowledge, but also on developing competencies needed for independent functioning in a changing world. Changing the approach to education is not easy. It requires a coherent vision, cooperation among teachers, school leaders, and policymakers, as well as the courage to move away from entrenched patterns. However, as research and analyses show, without such change it will be difficult to respond to the real needs of the younger generation.
The article “The Location of a Primary School in a Rural Area and Students’ Chances of Gaining Access to Highly Selective General Secondary Schools in Poland” is available on the website of the quarterly journal EDUKACJA.
About the Authors
Maciej Pabisek holds a PhD in the humanities and is a graduate of Jagiellonian University. He works as an expert and mentor in the e-learning project team at the Educational Research Institute – National Research Institute (IBE PIB). He is also a lecturer at the University of Vocational Education (Wyższa Szkoła Kształcenia Zawodowego).
Katarzyna Pająk-Załęska holds a PhD in health sciences, is a graduate of the Wrocław Medical University, and a lecturer at the University of Lower Silesia DSW. As a researcher of the education system, she works in the Team for Changes in the Education System at IBE PIB.