Navigating the Pedagogical Labyrinth: The Challenges of Critical Thinker-Generation Z Educators in Teaching Professional Subjects

The purpose of this study was to describe the lived experiences of Generation Z educators who demonstrated critical thinking in teaching professional subjects during the school year 2025–2026 at Ramon Magsaysay Memorial Colleges, General Santos City. Using a phenomenological approach, it explored their challenges, coping mechanisms, and insights. A purposive sampling design was employed to intentionally select participants who met the study criteria. The population consisted of 15 Generation Z professional subject educators from the College of Teacher Education. To identify qualified participants, the Differential Aptitude Test (5th Edition) was administered; 13 educators took the test, and all were identified as critical thinkers. From these, 10 agreed to participate in in-depth interviews. Findings revealed that educators are experiencing fragile foundations of learners, facing obstacles in cultivating critical thinking, while navigating barriers to effective and independent learning. They have faced challenges in adaptive and holistic teaching and are experiencing adaptive and empathetic teaching in the classroom. To cope with these challenges, the educators employed holistic strategies to foster teaching resilience, utilizing collaborative and innovative strategies in teaching, practicing proactive and adaptive teaching strategies for effectiveness, and adjusting teaching strategies using reflection and adaptation. Insights included recognizing the transformative and lifelong influence of education, building adaptive professional dedication, developing a resilient and reflective mindset, promoting student-centered teaching fulfillment, fostering critical thinking flexibility, and cultivating innovative and resilient professionalism. Overall, they demonstrated continuous growth as critical-thinking educators.