Abstract

Objective: This paper investigates how Generation Z students perceive the quality, accessibility, and capacity of higher education in the Czech Republic, with relevance for the wider Visegrád (V4) region and for the design of educational platforms. Methodology: The study draws on a questionnaire survey of 819 students and analyses 38 Likert-type statements aggregated into five domains: digitalisation and technology, innovation in teaching, practical orientation and mobility, support and well-being, and capacity constraints and infrastructure. The analysis combines descriptive statistics, reliability and dimensionality checks, Pearson correlation analysis with normality and robustness diagnostics, and subgroup comparisons by gender, level of study, field of study, institution type, and age group. Results: Students report the strongest agreement with digitalisation and technology (M = 3.90) and practical orientation and mobility (M = 3.89), while support and well-being (M = 3.40) and capacity constraints and infrastructure (M = 3.36) remain weaker. Perceived adequacy of the student–teacher ratio is positively associated with perceived teacher availability (r = 0.37) and emotional support (r = 0.34), while teacher availability is positively associated with emotional support (r = 0.44). Subgroup tests indicate limited but meaningful differences, particularly by institution type, field of study, and age group. Conclusion: The findings suggest that Generation Z students value digitally enabled, practice-oriented and innovative educational platforms, but sustainable quality improvement also requires investment in human capacity, teacher availability, and student-facing support systems.

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