Document Type
Scholarship
Abstract
This exploratory article examines strategies for teaching theology to Generations Z and Alpha, emphasizing their digital-native traits and unique learning preferences. It argues that theology education thrives when students engage with reflective, creative, and relevant content. Drawing from experiences at a Jesuit college and education research, it introduces the OAEPA strategy—Observation, Analysis, Evaluation, Production, and Assessment—as a framework for designing theology courses. The approach encourages active participation, critical thinking, creativity, and personal relevance, aligning with Jesuit traditions of reflection and discovery. The paper uses examples such as a theme in sacramental theology to show how theological ideas can be meaningful and accessible in the AI and digital age. It also examines Generations Z and Alpha’s shared and unique traits, highlighting the importance of adaptive course designs to foster understanding. While noting cultural and theoretical limits, it underscores the strengths of theology education rooted in thoughtful design and student-centered learning.
Recommended Citation
Emelu, Maurice N.. "Gen Z and Gen Alpha: Designing Theology Courses for a Digital and AI Generation." Jesuit Higher Education: A Journal Vol. 14: No. 1 (2025) . Available at: https://digitalcommons.lmu.edu/jhe/vol14/iss1/9
