Empowering Self-Determining Biochemistry Learners: The XPLORATE Module for Gen Z with Alpha Features

Abstract

This study emphasizes the implementation of the XPLORATE module for Biochemistry learning as a transformation based on the principles of heutagogy and project-based learning. This module is designed according to the HEUBRID Model, to strengthen learning ownership among Generation Z who also have the characteristics of Generation Alpha learners, namely digital, flexible, and reflective. A total of 64 Bachelor of Education (Biology) students from a public university in Malaysia implemented learning using this module. This study used a combination of quantitative and qualitative design. The questionnaire instrument was built based on the Technology Acceptance Model (TAM) to measure students' perceptions of the experience of using XPLORATE. Meanwhile, structured interviews were conducted to obtain more in-depth reflective views. Quantitative findings showed high acceptance in terms of Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Behavioural Intention (BI). The interview sessions also found four main themes: learning ownership, research skills, time management, and active engagement. This study proves that the XPLORATE module is able to develop students who are independent, reflective, and skilled in the use of technology. The implication is that the heutagogy-based approach should be expanded in an effort to strengthen the marketability of graduates, improve the quality of teaching, and prepare higher education institutions for the challenges of future generations of learners