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Erna Iftanti

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Review Open access Jul 2026

Beyond digital-native assumptions: A systematic integrative review of Generation Z teachers and learners in English language education

This systematic integrative review examined teacher professionalism, pedagogy, technology use, learner experience, and implementation conditions, while maintaining a distinction between direct teacher evidence and contextual learner evidence, and organises recurring implications into an equity-sensitive framework.

Erna Iftanti, Umniyati Ris’ah · 0 citations