Generation Z students, born and raised amidst technological advancements, require a distinct set of approaches to learning. This study examines the hurdles that senior lecturers at Hindu religious universities have had to face in adapting instructional designs to Generation Z learners. A qualitative case study approach is undertaken to study the integration of information technology and the upgradation of contextual materials by lecturers to facilitate learning. Major findings stress the need for lecturers to be equipped in digital tool integration, updating course content, and instructional design developments catering specifically to the learning characteristics of Generation Z. The study further points to some major phases of instructional design, including the analysis of learning objectives, designing and developing teaching materials, and evaluating the outcomes of learning. This research, therefore, aims to assist instructors in designing technology-based learning environments that are better suited to Generation Z by making instructional design more compatible with this generation. Such insights contribute to the development of instructional design and provide valuable directions for future research. © 2025, Society for Research and Knowledge Management. All rights reserved.
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