BEHAVIORAL MANIFESTATIONS OF THE DIGITAL NATIVE AND EXPLORATORY STUDY OF GEN ALPHA IN THE PRIMARY CLASSROOM

Abstract

Generation Alpha, born from 2010 onward, represents the first cohort to grow up entirely within a digitally immersive environment. Their early and continuous exposure to technology has significantly influenced their cognitive, social, and emotional development, posing both opportunities and challenges for primary education. This exploratory qualitative study investigates the behavioral manifestations of Generation Alpha students in primary classrooms, with a focus on understanding how their digital native status shapes classroom engagement, attention patterns, social interactions, and learning behaviors. Data were collected through non-participant classroom observations and semi-structured interviews with primary school teachers. Thematic analysis revealed key behavioral patterns, including high visual-spatial abilities, rapid attentional shifting, preference for instant feedback, difficulties with sustained focus, and evolving communication styles influenced by digital media. Teachers also reported that traditional classroom management strategies were increasingly ineffective, highlighting the need for flexible, personalized, and technology-integrated pedagogical approaches. The findings suggest that Generation Alpha students thrive in learning environments that combine digital tools with hands-on activities, emotional support, and real-world relevance. This study contributes to a growing body of literature on generational shifts in education and offers practical insights for educators seeking to bridge the gap between conventional teaching practices and the learning needs of digitally native learners.