**2. The teaching and learning experience in the 21st century**

The 21st century is demanding profound changes in veterinary education. Scientific knowledge grew at a dizzying speed, so even for researchers, it is difficult to keep up with the literature. The world is completely different and never the expression "times are changing" heard in the transition from our parents' generation to ours, was applied with as true sense as now. As in all sectors of society, Education systems are also changing. Big transformations occurred following the Bologna treaty that changed the educational paradigm, advocating greater student autonomy and selflearning. These changes must now be optimized considering technological evolution, that have begun to change how students acquire information [15]. It is imperative to occupy the fast fingers of students on smartphones in favor of teaching and science. This is a challenge for today's teachers, according to the idea that "The more complex the world becomes, the more creative we need to be to meet its challenges" [15, 16]. Another issue is the curricula reforms, that resulted in a reduction of teaching hours. In some core disciplines such as physiology, this reduction has resulted in serious reviews of the way it is taught [15].

#### **2.1 Who are the 21st century students?**

Current higher education students are generally in their late teens and early adulthood (although naturally some are older and a small number may be younger), and belong to the so-called Generation Z, born between 1995 and 2009. Generation Z follows members of Generation Y, more commonly known as Millennials, who were born between 1975 and 1995. Most of them do not remember life without the internet, and have had technology like smartphones, iPads, smartboards and other devices available throughout most of their schooling years [17, 18]. They grew up around gaming and have great affinity with not just technology platforms, but also with game-like settings

that provide, among other components such as continuous challenges, captivating storylines, immediate rewards and feedback, and sometimes fun [19].

Students from the so-called Generation Alpha, born between 2010 and 2025, future students in the higher education system, are younger than smartphones, the iPad, 3D television, Instagram, and music streaming apps like Spotify. This will be the first generation to be born entirely within the 21st century and likely to live in the 22nd century in large numbers. They are also the first generation to experience a pandemic situation in their early childhood: the SARS-CoV-19 pandemic (**Figure 2**) [17, 18].

Interestingly, Generation Alpha started at the same year that Apple launched its iPad, Instagram made its debut and the American Dialect Society crowned "app" as its word of the year. Surrounded by technology, this generation does not live without it, as an extension of itself. Digital tools are omnipresent in their lives, being the "most materially endowed and technologically literate generation to ever grace the planet!" [18].

This generation has grown up like no other, surrounded by technology from childhood, making it, certainly, the fittest generation in terms of digital skills. They are immersed in technology, almost as an extension of their way of being. It is widely accepted that technology can bring countless benefits. Let's think about the SARS-CoV-19 pandemic. Although too early to know exactly the pandemic impact, in early 2020, the coronavirus pandemic forced schools and most employers to operate remotely, and technology was the one who came to the rescue. This crisis has driven unpredictable direct and indirect effects on the entire educational system. Although technology can be extremely useful, when it is overkill, it can create some drawbacks, such as shorter attention spans and delayed social development [17, 18]. The impact of all this crisis is yet to be determined for years and years to come.

At this point we all understand that the entire educational system (including higher education), must undergo a phenomenal adaptation to keep up with this distinct new generation of students [18]. Past/traditional methods of teaching and learning may already make little sense to today's students who learn and think differently, and to their future workplace, where change is a constant, and where making use of information is now far more valuable than simply knowing things. Schools are probably failing to teach students to respond to rapid changes and how to handle new information because they are clinging to obsolete methods, namely memorize facts for a test when all the information will be fully available at a click [17]. To avoid demotivation, the learning process has been advocating new strategies, including activities

**Figure 2.** *The 21st century students in higher education system in 2021.*

#### *Virtual Physiology: A Tool for the 21st Century DOI: http://dx.doi.org/10.5772/intechopen.99671*

student-centred, to achieve the expected learning outcomes and at the same time, to maintain student's engagement [20, 21]. In order to increase students' knowledge, understanding, and at same time enhancing their motivation and engagement, teachers must create a joy, an excitement, and a love for learning, while inspiring students. It is imperative for teachers to demonstrate how to learn, rather than dictating what they know [22]. New strategies will lead to success, reducing the frustration of a lonely, passive study, reducing despair, depression and poor quality of life.
