Pedagogical Adaptation of Catholic Religious Education Teachers toward the Characteristics of Generation Alpha in the Digital Era

Abstract

The rapid advancement of digital technology has significantly transformed the educational landscape, particularly in shaping the learning characteristics of Generation Alpha, who grow up in a highly digital, visual, and interactive environment. This condition presents both challenges and opportunities for Catholic Religious Education (CRE), which aims to develop students’ faith, moral values, and spirituality. This study seeks to analyze the learning characteristics of Generation Alpha and formulate pedagogical adaptation strategies for CRE teachers in the digital era. This research employs a qualitative approach using library research methods. Data were collected from relevant academic literature and analyzed descriptively and analytically through conceptual comparison and synthesis. The findings reveal that Generation Alpha tends to learn in fast-paced, visual, interactive, and experience-based ways; however, they also face challenges related to attention span, deep reflection, and spiritual identity formation. Therefore, pedagogical adaptation is required, including wise integration of digital technology, active and participatory learning, strengthening pedagogical relationships, and developing digital-spiritual literacy. The study emphasizes the importance of a digital-spiritual pedagogical model that connects students’ lived experiences with Christian values in a reflective and transformative way.