Přehled o publikaci

Sustaining attention during higher education lectures is a key prerequisite for successful study completion, yet contemporary educational environments pose growing challenges to student concentration. This study examines self-reported attention span and educational preferences among higher education students in the Czech Republic, with a particular focus on differences across fields and stages of study. The study is based on data that were collected through a questionnaire administered to more than 500 higher education students. The survey explored the duration for which students perceive themselves able to maintain attention during lectures, as well as the strategies and teaching practices they consider most suitable. The analysis investigates factors influencing attention span and tests its relationship with year of study and academic discipline. The findings reveal significant differences in attention patterns and preferred instructional methods across student groups, offering insights into how teaching practices can be adapted to better reflect the needs of Generation Z learners. The results contribute to a deeper understanding of attention dynamics in higher education and provide practical implications for designing more engaging and effective learning environments.