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entertainment but is also associated with learning needs, skill development, and the
construction of personal identity.
First, several studies indicate that Gen Z tends to approach information through an
assimilating learning style. This learning style is characterized by a combination of
abstract conceptualization and reflective observation. Such characteristics suggest that
Gen Z does not simply receive information passively but rather tends to analyze, interpret,
and relate new knowledge to existing cognitive frameworks. In addition, this generation is
often described as highly goal-oriented, demonstrating a strong sense of responsibility
toward learning and actively seeking opportunities to accumulate knowledge and
personal achievements (Bonel et al., 2023). In this context, museum experiences—
particularly those that offer deeper academic and interpretive content—can play an
important role in supporting the intellectual development of young audiences.
Regarding cognitive motivation, Generation Z often perceives museums as
complementary learning environments that support formal education. For many young
people, visiting museums not only provides cultural experiences but also offers
opportunities to broaden multidimensional knowledge and develop new skills. Several
studies indicate that a considerable proportion of young visitors participate in museum
activities with the expectation of acquiring new knowledge or enhancing their personal
competencies. They clearly recognize the differences between knowledge delivered in
formal educational settings and knowledge presented in museums. While school
education often emphasizes structured historical events or systematic concepts,
museums tend to provide vivid details, narratives, and specific cultural contexts that
allow learners to gain a deeper understanding of past societies.
In addition, participation in museum educational programs offers opportunities to
interact with experts, researchers, or academic communities, thereby contributing to the
development of professional competencies and future career orientation among young
audiences. However, some studies also suggest that Gen Z occasionally tends to
underestimate their own knowledge, which may lead to hesitation or limited expression
of personal opinions when participating in interactive activities within museum
environments.
Another important factor influencing the perception of Generation Z is the
transformation in digital cultural consumption behavior, particularly after the COVID-19
pandemic. During periods of social distancing, when many museums were closed or
restricted in their physical operations, online platforms became a crucial channel through
which young audiences could access cultural heritage. Prior to the pandemic, much of
Gen Z’s online activity involved rapidly browsing visual or video content primarily for
entertainment purposes. However, in the subsequent period, their information
consumption behavior shifted toward more active and in-depth engagement (Bonel et al.,
2023). This shift reflects a maturation in Gen Z’s digital cultural consumption, as they
increasingly value the academic and aesthetic qualities of digital content. At the same
time, online environments provide them with greater time and space to explore museum
collections more attentively, reducing the distractions that often occur in physical
exhibition spaces.
In addition to knowledge content, the way information is communicated also plays
a crucial role in shaping Generation Z’s perceptions of museums. This generation often
expresses dissatisfaction with communication styles that appear bureaucratic or overly
formal, particularly when museums present themselves as institutions that are difficult to

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