In a recent column, Professor Noh Jung-hye discusses the difficulties some educators experience when teaching students from Generation Z, who were born approximately between 1997 and 2012. Many faculty members find that students seem unresponsive in class, expressing frustration that these young adults appear to show little emotion or engagement, which can lead to feelings of discouragement among teachers. This response pattern has raised concerns that current educational practices may not effectively meet the needs of today's students, as many seem more focused on obtaining degrees rather than pursuing genuine learning.

Professor Noh highlights a significant generational divide, suggesting that while Generation Z appears impassive in face-to-face interactions, they are very active online, using emojis and messages to express themselves. This contrast demonstrates a broader historical issue of generational gaps, as seen throughout history. Educators today face unprecedented challenges in adapting their teaching methods to better resonate with this digital generation. The frustrations experienced by teachers today echo sentiments from centuries past, indicating a continuity in the difficulties that arise between generations in terms of expectations and education.

Finally, the column posits that universities and professors are at a critical juncture where traditional educational formats must evolve. The current reliance on outdated methods poses a risk to retaining the institution's relevance; change is necessary for survival and continued impact. Drawing upon ancient principles from the I Ching, Professor Noh argues that the urgency of the current educational crisis demands innovation in teaching approaches, which could open new pathways for success and longevity within the academic realm.