What insights about the Zoomer generation did the "non-University" project provide?

Contents:

• First: What is a "non-University"?
• Even the talented and motivated have trouble choosing a professional track
• They are interested in entrepreneurship, they are not afraid to try, but do not aim for large projects
• They love gamification, hybrid and offline (yes!)
• Zoomers are avid readers of the classics - if they are properly prepared for this
• What else did the "non-University" reveal about Zoomers?
• What next?

Founder of the First Generation Foundation community, which initiated the "neUniversity" project in 2023. She also holds the position of GR Director at Netology and heads the government relations department at the Russian Association of Digital Innovations in Education (RACI). Previously, I worked as the Director of the "Personnel for the Digital Economy" department at the ANO "Digital Economy."

First things first: what is a "non-University"?

In 2023, the First Generation Foundation, of which I am one of the founders, supported my initiative to create the "non-University" project. This is a free, non-governmental, two-year informal education program designed for young people aged 18 to 23. The main goal of our project is to provide Russian-speaking students from different regions of Russia and the world with the opportunity to acquire in-demand knowledge and skills that are often unavailable in traditional universities and colleges.

The program includes an introductory course on maintaining psychological well-being and financial literacy, as well as an extensive course in the humanities. Future plans include developing several tracks dedicated to digital professions and a final module covering management competencies. Participants will be able to complete the entire course in two years, preparing them for a successful career in the modern world.

At the project's initial stage, a rigorous selection process was conducted to attract students with high potential and motivation. From over 1,600 applications, we selected 66 students. Expecting attrition during the program, we observed that by the end of the third module (out of four), 41 students remained in the program. The average age of participants is 21 years old. Almost all of them are studying at institutions other than the "non-University." Almost half, or 18 students, are studying programming, mathematics, and physics. Six students delve into the humanities and social sciences, while the remainder are studying management, design, medicine, and other disciplines. Two students have never studied anywhere other than the "non-University," representing a unique approach to education. Of the 41 students, 25 are already employed, three are entrepreneurs, and the rest are looking for work.

Classes were held online twice a week for three hours. From time to time, students and teachers, who, like the project organizers, worked on a volunteer basis, gathered for in-person events in Moscow. I shared the concept and first steps of the "non-University" in an interview with Skillbox Media.

Eighteen months later, students from the first cohort of the "non-University" have completed their training and are moving on to the final management module. As the program's organizers, we have accumulated important insights that we would like to share. These findings may be useful for those planning to create educational programs for young talent.

Founder of the "First Generation Foundation" community, which initiated the "non-University" project in 2023, as well as GR Director of Netology and Head of GR for the Russian Association of Digital Innovations in Education (RACI). Previously, she held the position of Director of the "Human Resources for the Digital Economy" program at the Digital Economy Autonomous Non-Profit Organization. Her work focuses on developing educational initiatives and integrating digital technologies into education, thereby facilitating the preparation of qualified personnel for the modern economy.

Even the talented and motivated have trouble choosing a professional track

In our program, the gap between expectations and reality is vividly demonstrated by the example of a specialized course—a specialized (professional) course. We offered students five disciplines covering areas such as design and analytics, assuming they would quickly choose a track and begin mastering the ready-made programs. However, in practice, the situation turned out to be different. Students encountered difficulties choosing and understanding the specifics of each discipline, which impacted their learning. We see the importance of not only offering variety but also supporting students in their decision-making process so they can move more confidently toward their career goals.

We found that more than half of students don't have a clear idea of ​​what they want to study. They don't know which path to take. For them, analytics and programming seem similar. While this doesn't apply to everyone, it's generally clear that it's beneficial to provide basic career guidance in the digital economy. This general knowledge base will be useful for all students before delving into specialized career paths.

As part of the specialized course, we developed three key blocks that will be useful to all participants. The first block is dedicated to product management, the second to entrepreneurial thinking, and the third to career development in corporations. These blocks are arranged in a sequential order, which ensures a logical and structured perception of the material.

Product managers are responsible for product development, possess expertise in user experience (UX), and are skilled in analyzing financial performance and influencing key metrics. This profession is in high demand among young people, demonstrating its appeal. Studying product management allows young professionals to develop a holistic understanding of digital products in both large Russian and international companies. This makes them valuable assets capable of effectively managing innovation development and implementation processes.

Some students expressed the opinion that product management did not interest them and would prefer to delve deeper into programming or design. Therefore, we decided to award five grants to the best students who complete a special course to study in any specialty at other "adult" schools. This will allow them to acquire the necessary skills and deepen their knowledge in their chosen field. We kept our promise and supported students in their pursuit of professional development.

They are interested in entrepreneurship and aren't afraid to try, but they don't aim for big projects.

We spontaneously developed the entrepreneurship module without setting grandiose expectations. The idea was to give students the opportunity to launch their own entrepreneurial projects after they learned the fundamentals of how large companies operate, learning from our instructors from organizations such as Avito, Yandex, Ozon, and others. This module was taught by Petr Doronin, a talented entrepreneur and one of the founders of the Multiways creative agency. At the initial stage of the project, this agency created our branding and continues to provide partnership support to the "non-University." The entrepreneurship module has become an important part of the educational program, allowing students to practically apply their knowledge and skills and develop an entrepreneurial mindset.

While expectations for the entrepreneurship module were low, we assumed that participants would begin developing digital startups with the hopes of creating successful projects like "unicorns." This is a typical millennial mindset: when it comes to entrepreneurship, many aspire to create large startups. However, we were surprised that the students, divided into eight teams, implemented ideas that had little to do with digital technology. This experience highlights the diversity of approaches to entrepreneurship and demonstrates that success can be achieved not only in high tech but also in traditional industries.

The students chose small businesses, focusing on selling "bath sets," 2000s-style T-shirts, and similar products. During the first month of training, they mastered business thinking under the guidance of practicing entrepreneurs from the First Generation Foundation, who shared their successes and failures. In the second month, the students began making their first sales. They launched their projects from scratch, creating prototypes, personal accounts on marketplaces, and Telegram bots, enabling them to close over 100 sales in a month. This impressive result demonstrated to the students that they are capable of not only developing skills for their future careers but also independently choosing a niche in entrepreneurship, finding clients, and earning money without having to work for a large company.

At the First Generation Foundation, we also implemented educational programs with an entrepreneurial focus. However, in the 13 years of such initiatives, we have never achieved the number of sales achieved in just a few months of work on the current participants' business projects. It seems that the new generation of entrepreneurs, or zoomers, are capable of surprising with their results and approaches.

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Bookshelf: "Millennials: How Russian Society is Changing" by Vadim Radaev provides an in-depth analysis of the changes in Russian society associated with the millennial generation. The book examines the social, economic, and cultural aspects that shape the unique characteristics of this generation. The author explores the impact of technology, education, and globalization on the lives of millennials, as well as their views on work, family, and social values. Vadim Radaev's work will be useful not only for studying contemporary society but also for understanding the processes shaping Russia's future. The book will be a valuable resource for researchers, students, and anyone interested in sociology and cultural change in the country.

They love gamification, hybrid, and offline (yes!)

The attrition rate of program participants was significant, but it was always the students' own choice. Only in two cases did we initiate expulsion. In these situations, we engaged in dialogue, emphasizing, "It seems like you're having a hard time. Let's analyze what's going on in your life and make an informed choice. If your priorities have changed, perhaps you should free up your time for more meaningful tasks?" Thus, only two needed help making this decision, while the others made their own. The concept of choice is key to our program: our goal is to teach students to not be afraid to choose what is truly important and interesting, and to confidently discard what has lost its significance.

Dismissals in our program were not unexpected, even though we initially selected motivated students. Our informal atmosphere is characterized by strict discipline, which contributes to the effectiveness of learning. Being late results in a minus "life," turning off the camera during class results in a minus "life," and absence from class results in minus two "lives." This gamification system helps maintain a high level of engagement and responsibility among participants. Our experience confirms that this approach truly produces positive results and creates the conditions for high-quality learning.

The six-month training module provides five lives, which can be used in case of lateness, absences, or poor homework. Thus, during the six-month study period, you can "cheat" only five times. The "non-University" team strictly monitors attendance, camera activation, and homework completion. If a student uses up almost all of their lives (for example, four out of five), we warn them: "Oh, Dima, it looks like there's a problem! Pay attention to your learning progress; you're down to your last life. Using it will result in expulsion from the program." During the special course, only three students faced the threat of expulsion, and only one of them was expelled for not using their lives. Gamification can influence not only motivation but also student behavior. For example, when all students were required to fill out a form and provide information for an event, most put it off until the last minute. We offered an additional incentive: if students completed the form within ten minutes, they would receive two extra "lives." This solution resulted in almost half of the students completing the task immediately. Using gamification elements, such as time bonuses, can significantly increase engagement and speed up task completion. "Lives" is an important tool for personal planning and demonstrating a responsible approach to learning. It also provides a means of monitoring the educational process and managing one's own ranking. Students who place in the top five positions receive a grant for paid additional training in in-demand hard skills, such as programming, design, and finance, on specialized platforms. At the same time, students at the bottom of the ranking face additional challenges: their further education will depend on the results of their internships.

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Gamification in learning: 5 techniques to avoid

Gamification in Gamification is becoming an increasingly popular tool in learning, helping to make the learning process more engaging and effective. However, not all methods of using game elements are correct. There are several manipulative techniques that can negatively impact student motivation and the quality of learning.

First, excessive use of competition can lead to stress and decreased interest in learning. Instead of inspiring, such competition often causes fear of failure and reduces self-confidence.

Second, imposing achievements and rewards without taking into account the individual goals of students can lead to a feeling of dissatisfaction. It is important that the reward system is fair and corresponds to the actual achievements of students.

The third technique that should be avoided is the use of manipulation aimed at creating artificial scarcity. Such methods can evoke negative emotions and lead to distrust in the educational process.

The fourth undesirable technique is ignoring the needs and interests of students. Gamification must be tailored to the target audience to be truly effective.

Finally, an excessive focus on game elements can detract from the learning content. It's important that gamification serve as a means to achieving educational goals, not an end in itself.

By avoiding these manipulative tactics, educators can create a healthier and more productive learning environment where gamification fosters genuine learning and skill development.

According to our observations, 59% of students don't experience fatigue with the online learning format because it's convenient. However, they express a desire to participate in more hybrid and offline activities. Therefore, we organize at least two meaningful live meetings in each learning module. We also plan various activities for students, such as field trips, boat trips, and loft rentals, to provide opportunities to spend time together without faculty. This fosters strong bonds between students and enhances the overall learning experience.

Zoomers are avid readers of classics—if properly prepared.

The reading club, which was held as part of our ForCourse, was a real revelation for the participants. Everyone was satisfied and remembered the experience. Unlike the film club, which did not generate as much interest, the reading club followed a traditional format: we selected books, read them, and actively discussed them. The club's popularity was a surprise even to the organizers, confirming the interest in reading and exchanging opinions among the participants.

Although there was no direct request from Generation Z for active reading, we decided to experimentally include it in our program. Our hypothesis is that reading primary sources and fiction will help young people establish direct contact with the thoughts of philosophers, bypassing intermediaries and retellings. This will also broaden their horizons by connecting the knowledge and lessons they learn from books with modern realities. Active reading not only develops critical thinking but also fosters a deeper understanding of the world around us, which is especially important in today's rapidly evolving information landscape.

The experiment was a success: the participants truly enjoyed reading. Parents were delighted to see their children enthusiastically immersed in the world of literature. We created a space for collaborative exploration of texts, which not only tested their knowledge but also fostered an interest in reading. Participants explored the works of over 30 world-renowned philosophers and literary classics, including Hoffmann, Bradbury, Maupassant, Dovlatov, Nabokov, Pelevin, and others. This became a real discovery and a source of inspiration for them.

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The study shows that students face serious difficulties in understanding the semantic content of texts. This difficulty can negatively affect their academic performance and overall perception of information. Understanding texts is an essential skill for academic and professional success. Difficulties interpreting texts can arise from a variety of factors, including a lack of critical thinking skills, a low reading level, or a lack of practice. Improving the ability to analyze and understand texts can significantly improve the quality of education and prepare students for future challenges.

What else did the "non-University" teach us about zoomers?

Our program promotes reflection. At the end of each of the four modules, students are required to ask themselves a key question, which helps deepen their understanding of the material and their own experiences. This approach promotes more effective knowledge acquisition and the development of critical thinking.

• After the introductory section - "What 'hurts' me?" Where are my risk and growth areas, from psychological to financial problems, what do I need to do to resolve these issues? ?
• After the second module, the pre-course - "What are my life values ​​and how do they relate to the values ​​of other people in my environment, and in the world? What kind of life do I want to build based on these values? "
• The question after the special course - "What are my personal and professional goals? How are they related to my values? What is an 'inapplicable no' for me?"
• The last module will be a management one, only three months long, in the fall. The question at the end will be the following - "How do I want to build my life? What do I choose to self-actualize and be happy - at home, in my career and in society?"

My idea is that upon completion of the program, each graduate should realize how their personal values ​​and goals influence their choice of path in life. It's important for them to understand how they plan to realize their potential while also providing a decent income. We develop students not only a spiritual foundation but also specific skills and competencies that will help them ensure the well-being of their future families.

The specialized course identified a key issue facing today's Generation Z: they are afraid of ambitious goals. This is due not only to the influence of their parents and their approaches to parenting, but also to the unique challenges they faced in their youth, such as the COVID-19 pandemic and military conflicts. Furthermore, they live in an environment of active cyberbullying and the spread of cyber fraud. We plan to include special cybersecurity classes in the next cohort, as there are already examples of our students, who possess a high level of awareness, falling victim to fraudsters, losing significant sums of money. All these factors appear to be influencing the life attitudes of young people. Unlike millennials, sometimes referred to as the "doubting generation," zoomers are less likely to dream of grandiose achievements like starting a startup or traveling around the world before they turn 30.

Some young people say they don't set a goal of visiting five European countries as tourists, believing it's impossible. We work with each student to help them expand their horizons and planning perspectives. Our goal is to inspire them to set more significant goals than simple tasks like visiting a doctor's office. Even the desire to find a partner or fall in love is perceived as ambitious. We want to change this perception and show that dreams of travel and personal relationships can become reality.

This is a generational problem. The difficulties with choosing a career, identified in the special course, affect not only our students. However, we have good reason to believe that our students who have passed the selection and successfully completed the year and a half of the program differ from their peers. These differences may be related to motivation, determination, and experience, which shape their unique approach to career choice.

The people who not only visited our website but also successfully completed all stages of the selection process demonstrated a high degree of responsibility and commitment. I didn't have such awareness at 20. Furthermore, participation in our program requires a high level of emotional intelligence. Without the sincere and joyful gratitude of our students, we would struggle to cope with the workload at the most challenging moments. We face fatigue as millennials, but our students, despite an intensive study schedule (over 30 hours per week), remain full of gratitude. What is it like to learn about talented representatives of Generation Z?

The student selection process had a significant impact on the formation of a group of participants prepared for serious ethical discussions. Reasoning skills can be successfully developed in students if the instructor demonstrates desire and initiative. During the Forcourse, we not only covered the fundamentals of rhetoric, presentations, and public speaking, but also engaged in in-depth collaborative discussions that delighted both students and faculty. Our primary goal was not only to help students grasp important philosophical concepts and easily articulate their values, but also to learn how to discuss complex and relevant topics. By the end of the four-month Forcourse, students were expected to not simply memorize interesting ideas from others, but to express their own ideas, develop critical thinking, and respect the opinions of others.

What's next?

Our work is often perceived as something sectarian, and from the outside it is difficult to understand why someone is willing to spend time and effort helping others for free. Over the 13 years that I have been doing this work, I have learned to ignore such comments, but students sometimes feel pressure from those around them. This is especially worrying for parents who see their adult children lock themselves in their rooms several times a week and discuss personal problems with strangers. In the first module, we cover topics related to maintaining psychological well-being, including relationships with parents. I understand that such activities can cause anxiety for parents, but it is important to note that such interactions can significantly help in overcoming difficulties.

At the beginning of the program, we received three requests from participants who asked the question: how to explain to their parents that they are not in a cult? I recommended that they listen to my interviews and look up information about me. If parents had any questions, I was willing to discuss them in person, but it never came to that. The parents were finally reassured when we launched a reading club as part of the course. They saw the children reading Homer, Dostoevsky, and Tolstoy, which immediately dispelled any doubts.

An important aspect of our work is the support of large companies. Last year, VK organized our reporting session, and this year we are pleased to collaborate with the consulting firm Yakov & Partners. This partnership allows us to improve the quality of our events and provide more valuable resources for participants.

Our project is currently small, niche, and volunteer-based. Nevertheless, we are actively considering the possibilities of scaling it up and discussing the feasibility of this step.

Besides me, the "non-University" team includes three other people. The main partner is Dasha Satikova, managing director of the educational bureau "Konspekt" and vice-rector of the "non-University." Throughout the course, 23 teachers worked with our students. As part of the specialized course, 41 mentors joined us, one for each student. Thus, approximately 70 people are involved in the program, and none of them receive a salary. All of them spend their time checking students' multi-page homework assignments, which emphasizes the importance and quality of our educational process. At the "non-University," we strive to create a unique educational environment where every participant contributes to the development and success of students.

The first question we must ask ourselves is: how long can we continue in the current format? We plan to resume the program in 2026, as we will be busy preparing the first cohort in 2025. I am confident that all 70 organizers will remain with us, and our number of participants will even increase. Graduates of the First Generation Foundation highly praised this project. The Foundation's key mission is to discover talent and create social and career opportunities for young people. We strive to build a community of young leaders through developmental methods and a safe and inspiring environment for their growth. It was from this mission that the "non-University" project was born.

We are committed to developing and do not plan to stop after the second cohort completes. Our goal is to create a fully-fledged university, licensed and with all the necessary attributes that will ensure its sustainability and competitiveness in the educational market. We are confident that this will allow us to offer students a high-quality education and expand our opportunities for further growth.

Recently, I discussed scaling the project with my mentor, Andrey Sharonov. We considered several hypotheses that could help in this process.

Training teachers alongside students allows us to introduce modern methods into the educational programs of colleges, schools, and universities. This contributes to improving the quality of education and allows teachers to enrich their experience, which in turn has a positive impact on student learning. The use of new approaches and technologies in teaching creates a more effective educational environment and promotes the development of professional skills. The creation of new faculties, such as the Faculty of Creative Economy, can significantly expand educational opportunities. Initial results have shown a high interest in humanities knowledge, especially in the synthesis of humanities disciplines from various fields, rather than simply memorizing historical or philosophical terminology. This demonstrates the need for modern educational approaches that integrate different sciences and promote the development of critical thinking and creativity in students. True integration of disciplines will help prepare specialists capable of working effectively in a rapidly changing world. In our country, the culture of engineering and applied science predominates, while art, literature, and philosophy are perceived as pursuits only for a narrow group of intellectuals and the elite. This phenomenon represents a serious problem hindering society's transition from a digital to a creative economy. Without actively engaging the creative potential of citizens, it is impossible to achieve harmonious development and innovative progress. It is important to cultivate creativity and artistic thinking as an integral part of the educational process and public life, which will allow us to integrate art and science, creating new opportunities for growth and development.

Currently, at the "non-University," we are building a talent pool for the digital economy. However, there is a need to expand this program and adapt it to the creative economy. Digital competencies remain the foundation, but the task requires a broader approach. We strive to develop skills that will help future specialists successfully operate in a rapidly changing market, where creativity and innovation play a key role.

The third hypothesis is the possibility of developing our approach at the "non-University" as a methodology. Why not create a "Kurenkova method" or a "non-University method" in educational practice? I see nothing wrong with formulating the goal in this way. This self-confidence, by the way, came to me from my Generation Z students.

All three proposed options seem quite feasible. The first set is a test of the hypothesis of a practice-oriented and informal university that does not have traditional wooden desks, lecterns, indifferent professors, and standardized exams. Instead, such a university is staffed by passionate professors and motivated students, which creates a unique atmosphere for learning and development.

During our research with Generation Z students, we were pleasantly surprised by their high performance, level of concentration and engagement, as well as their desire for deep knowledge. Reality turns out to be much more complex than the memes about the superficiality and clip-thinking of this generation portray. Zoomers, unlike previous generations, are focused on key global issues and challenges. Their motivation lies not in the pursuit of wealth or satisfying selfish ambitions; they are genuinely concerned with humanitarian aspects and the future of the planet. They care about the legacy they leave for the next generation.

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