Exploring the alignment between Generation Z learning experiences and andragogical assumptions : a qualitative single case study of United States Air Force contracting specialists.

The Air Force contracting career field relies heavily on structured training to develop competent professionals capable of managing complex acquisition tasks. However, outdated and traditional approaches to Upgrade Training (UGT) may not fully align with the unique learning preferences of Generation Z (Gen Z) enlisted Airmen. As this new generation enters the workforce with different expectations for autonomy, relevance, and engagement, it is essential to understand how they perceive their learning experiences. This study addressed the gap in understanding how Gen Z contracting specialists experience learning, specifically their progression from 3-level to 5-level qualification. The research was grounded in Knowles’ et al. (2020) theory of andragogy, which emphasizes the need for self-direction, experiential learning, and intrinsic motivation among adult learners. The study examined whether UGT practices align with these principles for Gen Z learners and how improvements could be made to enhance learning effectiveness. I conducted a qualitative single case study at an Air Force contracting squadron on the East Coast of the United States. Four enlisted Gen Z contracting specialists participated by completing a questionnaire and engaging in semi-structured interviews. The participants were either currently enrolled in or had recently completed UGT from 3-level to 5-level. I coded and analyzed data using thematic analysis, which resulted in five emergent themes: varied levels of autonomy, the influence of prior experiences, intrinsic and extrinsic motivation, the impact of engaged trainers, and a clear preference for hands-on real-world training. The study provided a rich, descriptive account of how these learners perceived their training within andragogical principles. The findings affect contracting squadron leadership, trainers, learners, and Air Force-level policymakers. Insights from the study suggest that adapting training delivery to better support Gen Z learning preferences may enhance performance, retention, and engagement. Recommendations include developing trainer preparation programs, increasing the use of experiential learning, and aligning training with learner readiness. This research contributes to military education and workforce development by offering evidence-based suggestions for modernizing enlisted upgrade training in alignment with generational learning needs.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2025

Author dc:creator

• Ledford, Ryan D. (Ryan David), 1989-

Advisor dc:contributor.advisor

• Kaul, Corina R., 1969-

• Andragogy.
• Adult learning.
• Military.
• United States. Air Force.
• Generation Z (Gen Z)
• Training.
• Education.
• Instruction.
• Hands on training.
• On-the-job training.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/13970

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/13970