Bridging Generations and Values: Understanding Generation Z’s Organizational Preferences and the Mediating Role of Sustainability and Innovation Attitudes in Turkey

Abstract

Gen Z is well-recognized as the first generation to have lived through the full digital era. They are used to utilizing technology, have been on social media since they were young children, and have even developed an addiction to it because they grew up in a technologically advanced world. Preliminary research has looked at Gen Z’s educational preferences in the marketing and education realms, as well as product promotion techniques directed towards them. Furthermore, most of the early Gen Z research was conducted in the United States. Because there is a lack of reliable literature studies on HR and organizational research material related to Gen Z and their career-related objectives, organizations are ill-prepared to accept this new generation into the workforce. This study identifies the organizational values that the members of Generation Z find significant. The purpose of the study is to ascertain how closely the members of Generation Z align with corporate values and preferences. The research employs a quantitative methodology: 109 Turkish university students who were enrolled in classes were given a survey. Consequently, this identified the preferences of Generation Z members in Turkey. The literature lacks reliable studies regarding diverse investigations on Generation Z’s preferences conducted outside of the United States. This research will add to the literature about this topic. This study’s conclusions highlight how complex and multidimensional Generation Z’s views are regarding innovation and sustainability in the Turkish setting. The analyses did not show any significant mediating or predicting effects, contrary to the initial hypotheses that suggested a direct relationship between these attitudes, society contributions, educational attainment, and personal values. This implies that the variables influencing university students in Generation Z’s sustainability and innovation orientations are more complicated than previously thought and might not be directly impacted by the variables looked at in this study.

1. Introduction

Generation Z is known as the generation born between 1997 and 2013 (Dimock 2019; Schroth 2019). According to Lanier (2017), Gen Z is regarded as the first generation that truly grew up in a digital age. Having grown up in a technologically advanced environment from an early age, they are accustomed to using technology; they have participated in social media from an early age and may even have an addiction to it. They have encountered distinct stimuli in their early adulthood and childhood, including periods of terrorism and climate change, economic and social renewal following the Global Financial Crisis, growing diversity, the spread of globally recognized brands, and the acceleration of social media, mobile, and smart technology-driven communication (McCrindle 2014; Benitez-Marquez et al. 2022). According to McCrindle (2014), they are “globally focused” because they are the first generation to grow up in a time of globalization and cultural diversity and because they have connections to people from many backgrounds, ethnicities, and situations through social media.

Finding their dream job and opportunities to grow their skill set appears to be motivating this generation (Magano et al. 2020). This suggests that they will change jobs more frequently than previous generations if they do not like them (Csiszárik-Kocsír and Garia-Fodor 2018; Nabahani and Riyanto 2020). Thus, as they are entering the workforce, it is important to understand their needs and expectations from the workplace in order to reveal their talent, recognize their advantages, and prepare them to be the future leaders of any organization (Singh and Dangmei 2016). It is critical to comprehend the formative experiences that are particular to this generation and how they have influenced them as learners and potential workers. The most well-known ones are lack of work experience, social justice movements, growing up in a safe environment, and the introduction of smartphones and social media (Schroth 2019). These people are also independent and flexible; in contrast to earlier generations, they are more accepting of variety and have learned to accept variations in social status, color, religion, and ethnicity (Kapil and Roy 2014).

Four distinct generations are currently represented in an organization: Baby Boomers, Gen X, Gen Y, and Gen Z. Therefore, organizations are facing a growing work–value conflict and variations in learning styles, beliefs, and communication styles due to the presence of four distinct generations in the workforce (Lyons and Kuron 2014; Solaja and Ogunola 2016). Researchers in the field of human resources (HR) have extensively researched older generations, including Baby Boomers, Generation X, and Millennials (Callanan and Greenhaus 2008; Chaudhuri and Ghosh 2012; Ng et al. 2010). Gen Z is not like the other generations in the ways that they act, feel, and think. There is ample evidence that organizations have historically been hesitant to change and adapt to new generations (Ganguli et al. 2022). Although there are several generations represented in the workforce, the current figures show that the proportion of Gen Z workers is increasing quickly. With Gen Z entering the workforce, it is important for businesses to comprehend this newest generation to satisfy all their employees’ needs at work (Perilus 2020).

Since the majority of the early research on Gen Z was carried out in the US, this generation was seen in a negative light (Scholz 2019). Given that the members of Generation Z are known to switch jobs more frequently (Zahari and Puteh 2023), HR departments must not only consider strategies for luring in new hires, but also concentrate their efforts in providing Gen Z employees with the resources that they require to remain with the organization. It is claimed that Gen Z is drawn to organizations by job flexibility and a balance with their lives outside of the workplace, based on the scarce studies on the subject. They are motivated by an entrepreneurial mindset, they want to directly contribute to the business, and they want to influence the results (Randstad Canada 2014). Companies need to adjust their dynamics to manage the needs and expectations of Generation Z, just as they did with Generation Y. HR must learn how to manage multigenerational teams and find innovative ways to please both new hires and seasoned staff while attempting to avoid neglecting the former (Benitez-Marquez et al. 2022). This study aims to determine the organizational values to which Generation Z members attach importance. This study determines the level of alignment between the organizational values and the preferences of Generation Z members. This study is based on a quantitative approach. A survey was applied to 109 university students studying in Turkey. As a result, the preferences of Generation Z members in Turkey was identified. There are not many reliable studies in the literature on Generation Z’s preferences outside the USA. This study contributes to the literature on this subject.

2. Literature Review

In the domains of marketing and education, preliminary study has examined Gen Z’s educational preferences and product advertising strategies to them, respectively. According to studies on Gen Z in marketing and education, they are digital natives (Twenge 2017; Barnes and Noble College Insights 2018); very goal oriented (Barna Group 2018); and looking for fulfilling work (Schroth 2019). Organizations are not prepared to welcome Gen Z into the workforce due to a lack of HR and organizational research literature on this new generation and their career-related goals. While it is true that Generation Z’s technological savviness can offer a competitive advantage, the literature also suggests that many organizations may struggle to align their traditional structures, management practices, and workplace cultures with the values and expectations of this new generation.

For instance, Lanier (2017) and Scholz (2019) argue that, while organizations recognize the potential of Generation Z’s digital skills, they often lack the necessary strategies to effectively integrate these individuals into the workforce, particularly in areas such as career development, work–life balance, and job flexibility. Workers’ dedication to the organization is significantly impacted by their job motivation and pleasure (Manalo et al. 2020). Therefore, it is essential to understand Gen Z’s expectations for a job and work preferences in order to keep them motivated to work and satisfied with the business (Agarwal and Vaghela 2018). Moreover, Csiszárik-Kocsír and Garia-Fodor (2018) highlight that Generation Z’s preference for job mobility and their entrepreneurial mindset can pose challenges for organizations accustomed to more stable and long-term employment relationships.

In a 2019 study, Rodriguez et al. (2019) examined how grit and entrepreneurship qualities may influence employee loyalty on the US East Coast. The study focused on the loyalty issues of Gen Z and Millennials (Gen Y) from the perspective of an HR manager. The three qualities that the authors determined were critical for Gen Z were grit, loyalty, and an entrepreneurial mindset.

In the Czech Republic, Kubátová (2016) found that the motivators for Generation Z are more money, meaningful employment, and prospects for promotion. According to Kirchmayer and Fratričová’s (2020) study on the employment preferences of Generation Z university students in Slovakia, the nature of the job and work–life balance were the most crucial variables to consider when looking for a future employer. Additionally, Generation Z believe that rewards and work–life balance are important factors in retaining employees and fostering a positive work environment. They also expected their employment to produce internal happiness.

Regarding trust in the workplace, Lazányi and Bilan (2017) conducted research in Hungary and found that Generation Z employees behaved differently than previous generations at work and that respect and trust towards superiors had to be earned through high-caliber work. Another study that included approximately 2000 Gen Zers in the US had the result that 67% of participants did not think that other people could be trusted in social or professional contexts, indicating that they struggle with trusting other people. It is hard to win their trust because of their strong morals. Forging strong connections with Generation Z requires openness and transparency (Young 2020).

According to Sidorcuka and Chesnovicka’s (2017) study on the perception of current employee attraction and retention strategies in Latvia, Generation Z workers do not seek out long-term employment; instead, they express their unique values and expect their employers to accommodate their needs for flexible work schedules and jobs that allow them to express their individuality. Additionally, they are drawn to companies that have a strong reputation for innovation and speedy change, those that offer a platform for career advancement and education, and those with unique benefits. Pandita (2022) found through his study that Gen Z has high expectations for their careers and possesses qualities, working styles, preferred educational paths, and an innovative attitude. This calls for independence, self-assurance, and flexibility. They have an inventive mentality that motivates them to use unconventional methods to accomplish their objectives. They prefer employees who quickly adapt to changing technology and are innovative (Bucovețchi et al. 2019).

According to Teresa Bridges (2015), they favor work environments that support professional growth, learning, and mentoring since they do not think that their schooling equipped them with the necessary abilities to handle issues in the actual world. What Generation Z looks for in a career are flexible schedules, a friendly work environment, and an environment that supports their entrepreneurial skills. Since technology is such an integral part of their lives, they favor companies that are at the forefront of workplace innovation, enabling employees to collaborate, modify documents, and perform work across time zones and geographic boundaries. They want an office environment that is adaptable. They also are attracted by the efficient use of social media and technology (Goh and Okumus 2020; Zhong et al. 2024).

Compared to preceding generations in the workforce, the members of Generation Z seldom work overtime because of the nature of their work or because of higher education that is concurrent with their profession (Sandu et al. 2014). The same source states that, when choosing a job, money is the most crucial consideration, followed by the job’s safety features and the happiness this generation obtains from their work. In addition to expecting to be mentored by superiors, wanting to have strong working relationships, and needing security (which is represented in their need for stable, well-paying professions), they were seen to have a constant need for development (Sandu et al. 2014).

In the context of our study, career development is pivotal, as it reflects the desire of Generation Z to grow within an organization that aligns with their values. As discussed in the literature (e.g., Callanan and Greenhaus 2008; Lyons and Kuron 2014), career development is a key factor that influences job satisfaction and retention, especially among younger employees who prioritize opportunities for advancement and skill acquisition.

Generation Z is known for their inclination towards career mobility, often seeking positions that offer flexibility and the ability to move within or across organizations (Csiszárik-Kocsír and Garia-Fodor 2018). This is connected to their pursuit of fulfilling work that aligns with their personal values, as explored in our analysis of their organizational preferences.

Engagement is closely tied to how Generation Z perceives their role within an organization. It reflects their commitment and connection to their work, which are influenced by whether the organization meets their expectations in terms of career development and mobility (Schroth 2019). Understanding the factors that drive engagement among Generation Z is crucial for developing strategies that ensure their retention and satisfaction within the workforce.

Regarding sustainability, the members of Generation Z, in contrast to their parents and older siblings who are either members of Generation X or Millennials, exhibit completely different behaviors. They are more environmentally conscious, sustainable, and tech-savvy, and they prioritize businesses, particularly those that can build strong relationships with them and improve their experiences and emotions (Dabija et al. 2019). Gen Z is willing to pay more for sustainable product qualities despite having limited resources (Yamane and Kaneko 2021; Tait et al. 2020; Brand et al. 2022). Due to the widespread use of social media and communication technologies, even if they are still relatively young, they are very knowledgeable about shops and their offerings and favor those that uphold the highest standards of sustainability (Dabija et al. 2020; Brand et al. 2022). According to a recent study, younger customer segments are more likely to be prepared to pay a premium for eco-labeled, sustainable items and are particularly concerned with the longevity of smartphones (Bigerna et al. 2021).

2.1. Hypothesis Development

This section explicitly states the hypotheses.

H1. 

Personal values are positively predictive of attitudes towards sustainability among Generation Z university students.

H2. 

Higher levels of education are positively correlated with stronger innovation-oriented attitudes among Generation Z university students.

H3. 

Attitudes towards sustainability and innovation mediate the relationship between societal contribution and perceived meaning in life among Generation Z university students.

H4. 

There is a positive relationship between attitudes towards sustainability and innovation among Generation Z university students.

H5. 

Gender and nationality moderate the relationships between personal values and attitudes towards sustainability and innovation among Generation Z university students.

2.2. Latent Class Analysis

Unlike variable-centered approaches that primarily examine linear associations between continuous variables to forecast outcomes, a person-centered approach such as latent class analysis (LCA) provides a more intricate comprehension of Generation Z’s organizational preferences (Dahlquist and Garver 2022). Variable-centered methods, such as correlation and regression, are effective for examining the effects of individual factors on outcomes, both singly and between cases. However, these methods may not adequately account for the complexity of different subgroups within a population. Traditional approaches typically fail to recognize the distinct patterns of behavior or preferences displayed by these subgroups (Jafari-Koshki et al. 2018).

When studying organizational preferences and Generation Z’s attitudes towards sustainability and innovation, LCA can be used to identify similar subgroups based on their collective reactions to criteria like respect, social concern, and concentration on innovation. The latent class analysis (LCA) is a statistical method that uses a model-based approach, sometimes referred to as finite mixture modeling or latent class cluster analysis (Neely-Barnes 2010). It is very useful for detecting groups of individuals that exhibit similar values on many indicators. This approach diverges from conventional cluster analysis in numerous crucial aspects. Cluster analysis is mostly used for exploration and is not hierarchical. On the other hand, latent class analysis (LCA) is a process that is based on models and allows for more flexibility in specifying the model (Han et al. 2023). Its value lies in its capacity to compare several models using fit indices, providing guidance in determining the number of underlying classes. LCA can also handle continuous dependent variables (Guinée et al. 2001), such as attitudinal scores, by constructing classes using maximum likelihood estimation.

This study utilizes LCA to categorize various subgroups within Generation Z according to their organizational preferences and attitudes towards sustainability and innovation. This technique surpasses the mere analysis of preferences and delves into how these preferences together influence individuals, molding their decisions connected to their careers. The study investigates the correlations between distinct categories found by latent class analysis (LCA) and multiple aspects that impact the decision-making process of Generation Z individuals in their career choices. Therefore, this person-centered approach plays a vital role in enhancing our awareness of Generation Z’s preferences, enabling the development of focused human resource strategies and organizational policies that are in line with their values and expectations.

3. Methods

3.1. Participants

The study surveyed 109 university students in Turkey, representing Generation Z (born between 1997 and 2003). The sample included a balanced distribution of genders and encompassed a range of educational levels, from undergraduate to postgraduate studies. Participants were recruited from various faculties, ensuring a diverse representation of academic disciplines.

3.2. Measures

Personal Values and Attitudes: Personal values were assessed using a composite score derived from selected items reflecting key personal values. Attitudes towards sustainability and innovation were measured using the ‘SUSTAIN’ and ‘INNOVAT’ scales, respectively, each consisting of multiple items rated on a Likert scale from 1 (strongly disagree) to 5 (strongly agree).

Societal Contribution and Respect: Societal contribution (CON_SOC) and respect (RESPECT) were evaluated through specific survey items, with responses on a 5-point Likert scale, capturing the participants’ perceptions of their societal roles and the respect they experience or observe in their social contexts.

Perceived Meaning in Life: The perceived meaning in life was assessed using the MEANL series, comprising several items designed to quantify the levels of meaning and purpose that participants derive from their life experiences.

Demographic Variables: Gender and nationality were collected as demographic information to examine their potential moderating effects on the relationships between personal values and attitudes towards sustainability and innovation. Since all respondents in this study were of Turkish nationality, the analysis did not include nationality as a moderating variable, and the focus was placed solely on examining the moderating effects of gender.

3.3. Procedure

Participants were invited to complete an online survey distributed through university email lists and social media platforms. The survey included sections on demographic information, personal values, attitudes towards sustainability and innovation, societal contribution and respect, and perceived meaning in life. Participation was voluntary, and respondents were assured of their anonymity and the confidentiality of their responses.

3.4. Data Analysis

Data analysis was conducted using SPSS (Statistical Package for the Social Sciences). Descriptive statistics were calculated for all variables to provide an overview of the sample characteristics. Additionally, latent class analysis (LCA) was performed to identify homogeneous subtypes within Generation Z based on their combined responses to various factors such as respect, social concern, and innovation focus. LCA is a model-based technique that helps in identifying groups sharing similar values on various indicators, allowing for a more nuanced understanding of the distinct subgroups within the sample. In order to test the hypotheses, analyses were employed, as seen in

Table 1. Descriptive statistics for the main variables.

	PV_Composite	SUSTAIN	INNOVAT	CON_SOC	RESPECT	MeaningInLife_Composite	AGE	GENDER	EDUCATION
count	109.0	109.0	109.0	109.0	109.0	109.0	109.0	109.0	109.0
mean	4.5	2.926	2.889	3.0	3.165	4.845	22.862	1.431	2.018
std	0.675	1.274	1.486	1.381	1.377	1.020	1.707	0.497	0.134
min	1.0	1.0	1.0	1.0	1.0	1.7	19.0	1.0	2.0
25%	4.5	2.0	2.0	2.0	2.0	4.3	22.0	1.0	2.0
50%	4.75	3.0	3.0	3.0	4.0	4.9	23.0	1.0	2.0
75%	5.0	4.0	4.0	4.0	4.0	5.5	24.0	2.0	2.0
max	5.0	5.0	5.0	5.0	5.0	7.0	29.0	2.0	3.0

below.

Linear Regression Analysis: Used to examine the predictive relationships between personal values and attitudes towards sustainability (H1), and the correlation between the levels of education and innovation-oriented attitudes (H2).

Mediation Analysis: Employed to investigate whether attitudes towards sustainability and innovation mediate the relationship between societal contribution and perceived meaning in life (H3).

Correlation Analysis: Used to assess the relationship between attitudes towards sustainability and innovation (H4).

Moderated Regression Analysis: Used to explore the moderating effects of gender and nationality on the relationships between personal values and attitudes towards sustainability and innovation (H5).

The significance level was set at p < 0.05 for all statistical tests. Indirect effects in the mediation analysis were examined using bootstrapping methods with 5000 resamples to provide confidence intervals for the indirect paths.

Figure 1 illustrates the distribution of respondents across the 8 latent classes identified through latent class analysis (LCA). Each bar represents the number of respondents assigned to each class, highlighting the variability and composition of the sample. The distribution reveals that, while some classes have a relatively high number of members, indicating certain common patterns of responses, others are smaller, suggesting some more unique or less prevalent patterns of organizational preferences and attitudes. Class 0, Class 1, Class 2, and Class 3 each comprise a substantial proportion of the sample, reflecting distinct but common profiles within Generation Z university students in Turkey. Conversely, Classes 4, 5, 6, and 7 are less populated, indicating more specialized or niche groups with some specific combinations of values and attitudes. This distribution underscores the diversity within Generation Z regarding their organizational preferences and attitudes towards sustainability and innovation. Understanding these classes helps to identify and address the varied expectations and needs of this generation, enabling more targeted and effective human resource strategies and organizational policies.

Table 2. A summary of the latent class profiles.

Class	FOC_CON	RESPECT	CON_SOC	SUSTAIN	INNOVAT	Detailed Responses
Class 0	2.73	2.73	3.27	3.00	3.27	Low to moderate values across specific questions
Class 1	1.89	2.11	3.00	4.11	3.89	Higher values in DES_V_21 and DES_V_28, indicating specific concerns or interests
Class 2	3.71	3.86	2.29	3.00	2.14	Moderate values in specific questions, indicating a mixed profile
Class 3	2.71	3.54	3.02	2.98	2.76	Generally low values, indicating fewer specific concerns
Class 4	3.44	1.89	2.22	4.00	3.44	Higher values in DES_V_20, DES_V_22, indicating specific focus areas
Class 5	2.45	2.00	4.09	2.36	4.09	Higher values in DES_V_23, DES_V_26, indicating specific concerns
Class 6	4.18	3.91	2.09	1.91	2.91	Higher values in DES_V_27, DES_V_28, indicating specific interests
Class 7	3.05	2.81	2.93	3.14	3.07	Higher values in DES_V_27, indicating specific concerns

FOC_CON = Focus on Conservation; RESPECT = Respect; CON_SOC = Concern for Social Issues; SUSTAIN = Sustainability; INNOVAT = Innovation.

below presents a summary of the latent class profiles based on their average scores across various factors, along with detailed response patterns for each class.

• SUSTAIN Scale (Attitudes Towards Sustainability): A detailed description of the items used to measure participants’ attitudes towards sustainability. For example, items may include statements like “I actively seek ways to reduce my environmental footprint” or “Sustainable practices are important in my daily life”, with responses measured on a Likert scale;
• INNOVAT Scale (Attitudes Towards Innovation): A description of the items used to assess participants’ innovation orientation. This might include statements such as “I am open to adopting new technologies” or “Innovation is key to success in my field of study/work”;
• CON_SOC (Societal Contribution): A breakdown of the specific survey items that measured the participants’ perceptions of their societal roles. Items might include statements like “I believe my actions have a positive impact on society” or “Contributing to society is a significant part of my life goals”;
• RESPECT (Respect): A description of the items used to evaluate respect, such as “I feel respected by my peers” or “Respect is a fundamental value in my community”;
• MEANL (Perceived Meaning in Life): Detailed descriptions of the items included in the MEANL series, such as “I have a clear sense of purpose in life” or “My life is filled with meaning”.

The profiles of the eight latent classes reveal diverse patterns in the focus on conservation, respect, concern for social issues, sustainability, and innovation among Generation Z university students in Turkey. Key observations include the following:

• Class 0 shows moderate levels across most factors, with a high concern for social issues but low to moderate responses to specific questions;
• Class 1 displays low focus on conservation and respect but high emphasis on sustainability and innovation, with particular concerns reflected in DES_V_21 and DES_V_28;
• Class 2 has high scores in conservation and respect but lower concern for social issues and innovation, indicating a mixed profile in their detailed responses;
• Class 3 features generally moderate levels, with high respect and moderate concern for social issues but lower specific concerns;
• Class 4 exhibits high scores in conservation and sustainability but low respect and concern for social issues, focusing on specific areas, as indicated by DES_V_20 and DES_V_22;
• Class 5 shows low to moderate focus on conservation and respect but high concern for social issues and innovation, with higher specific concerns in DES_V_23 and DES_V_26;
• Class 6 has high conservation and respect scores but low concern for social issues and sustainability, reflecting specific interests in DES_V_27 and DES_V_28;
• Class 7 maintains moderate levels across all factors, with specific concerns highlighted in DES_V_27.

The results of the latent class analysis (LCA) presented in Table 2 provide critical insights into the diverse profiles within Generation Z, reflecting different combinations of personal values, attitudes towards sustainability and innovation, societal contribution, and perceived meaning in life. These profiles are essential to understanding the varying organizational preferences and behavioral tendencies among this cohort.

Each latent class identified in the analysis represents a unique segment of Generation Z with distinct characteristics:

• Class 0 and Class 4: These classes demonstrate a strong emphasis on societal contribution and respect, paired with moderate innovation attitudes. The high concern for social issues within these groups suggests that they are more likely to value organizations that prioritize social responsibility and ethical practices;
• Class 1: This group stands out with a strong focus on sustainability and innovation, indicating a preference for organizations that lead in environmental initiatives and technological advancements. The high scores in sustainability attitudes within this class align with the global trends of increasing environmental consciousness among younger generations;
• Classes 5 and 6: These classes show a stronger orientation towards personal values of conservation and tradition, with less emphasis on innovation. This suggests a segment of Generation Z that may be more resistant to rapid change and more aligned with organizations that emphasize stability and long-term planning;
• Classes 2, 3, and 7: These classes present a mixed profile with balanced values across various dimensions. The moderate scores in both sustainability and innovation suggest a flexible approach, where these individuals may be open to different organizational cultures, depending on the specific context or opportunities presented.

The diversity observed across these classes highlights the multifaceted nature of Generation Z’s attitudes and preferences. Understanding these distinct segments allows organizations to tailor their strategies to better meet the needs and expectations of different groups within this generation.

By focusing on the nuanced differences across the latent classes, we can better interpret how Generation Z might respond to various organizational policies and cultural attributes. This understanding is crucial for organizations aiming to attract, engage, and retain talent from this emerging workforce.

3.5. Demographic Characteristics of Latent Classes

Table 3. The demographic profiles of each latent class.

Class	Average Age	Gender (1 = Male, 2 = Female)	Education Level
Class 0	23.45	1.54	2.00
Class 1	22.78	1.44	2.00
Class 2	24.00	1.43	2.00
Class 3	23.00	1.46	3.00
Class 4	24.44	1.56	2.00
Class 5	23.36	1.18	2.00
Class 6	22.36	1.27	2.00
Class 7	23.24	1.54	2.05

below presents the demographic profiles of each latent class, highlighting average age, gender distribution, and education level.

The demographic profiles in Table 3 provide detailed insights into the gender distribution across the latent classes.

Gender Distribution: Notable patterns emerge in gender distribution, with Classes 0, 1, 2, 3, 4, and 7 having a higher proportion of female respondents. Specifically, Classes 0 and 4 stand out, with a distinctly higher proportion of females. Classes 1 and 2 are more balanced, with gender distributions close to an even split, while Classes 3 and 7 have a slightly higher proportion of females. In contrast, Classes 5 and 6 show a higher proportion of male respondents.

These observations highlight significant gender-based distinctions within each class, which may influence focus areas, concerns, and attitudes toward various aspects such as conservation, respect, social issues, sustainability, and innovation. Understanding these distinctions is crucial for tailoring strategies and policies that address the unique preferences and needs of both the male and female members of Generation Z.

The demographic homogeneity of the sample, particularly in terms of age, gender, and education level, may limit the ability to detect strong associations or moderating effects based on these variables, suggesting that future studies should consider more diverse samples to explore these potential influences more thoroughly.

The demographic profiles of the latent classes show the following patterns:

• Age: The average age of respondents in each class ranges narrowly between 22.36 and 24.44 years, indicating a fairly uniform age distribution across classes;
• Gender: The gender distribution varies slightly across classes. Classes 5 and 6 have a higher proportion of male respondents, while the other classes have slightly more females. The gender average ranges from 1.18 (more males) to 1.56 (more females);
• Education Level: Most classes have respondents at the same education level (2.00), with slight variations in Classes 3 and 7. This indicates a consistent educational background among the respondents across different classes. We clearly defined the education levels represented in the study, specifying that value 2 corresponds to undergraduate students and value 3 to postgraduate students. This clarification is reflected in both the text and the tables, ensuring consistency throughout the manuscript.

While the demographic variables of age, gender, and educational level showed limited variation across the latent classes, the analysis nonetheless revealed distinct profiles within Generation Z university students. These profiles, characterized by differences in attitudes towards sustainability, innovation, and societal contribution, provide valuable insights into the diverse preferences and priorities of this generation.

Rather than focusing on demographic differences, organizations should consider the unique characteristics of each latent class when developing strategies for recruitment, engagement, and retention. For example, classes that prioritize sustainability may respond better to environmentally focused initiatives, while those with a strong innovation orientation may be more attracted to organizations that emphasize cutting-edge technologies and creativity.

By understanding and addressing these varied preferences, organizations can better align their strategies with the specific needs of Generation Z, ultimately enhancing their ability to attract and retain talent from this emerging workforce.

The gender distribution seen in Figure 2 across the latent classes reveals notable patterns. Classes 0, 1, 2, 3, 4, and 7 have a higher proportion of female respondents. Specifically, Class 0 and Class 4 exhibit a distinctly higher proportion of females. Classes 1 and 2, while also female-dominated, show a distribution closer to an even split between genders. Classes 3 and 7 have a slightly higher proportion of females. On the other hand, Classes 5 and 6 have a higher proportion of male respondents, indicating a male dominance in these classes.

4. Results

H1. 

Personal values are positively predictive of attitudes towards sustainability among Generation Z university students.

The linear regression analysis conducted to test this hypothesis revealed that personal values (PV_Composite) do not significantly predict attitudes towards sustainability (SUSTAIN) among Generation Z university students (β = 0.091, p = 0.719). This result suggests that, while personal values are indeed a significant component of Generation Z’s identity, they do not directly influence their attitudes toward sustainability within the scope of this study. This finding challenges the existing literature that often suggests a direct link between personal values and sustainability attitudes. This indicates that other factors not captured in this study might play a more significant role in shaping sustainability attitudes in this demographic.

H2. 

Higher levels of education are positively correlated with stronger innovation-oriented attitudes among Generation Z university students.

The analysis indicated that educational attainment does not significantly correlate with innovation-oriented attitudes (INNOVAT) among the participants (β = 0.112, p = 0.916). This finding suggests that higher educational levels do not necessarily lead to stronger innovation-oriented attitudes within this group. This could imply that innovation attitudes are shaped more by personal experiences, exposure to innovation in practical settings, or individual predispositions rather than formal education. This result opens up avenues for further research to explore what factors, aside from education, drive innovation-oriented attitudes in Generation Z.

H3. 

Attitudes towards sustainability and innovation mediate the relationship between societal contribution and perceived meaning in life among Generation Z university students.

The mediation analysis did not provide significant evidence for the mediation effect. The indirect paths through sustainability and innovation attitudes were not statistically significant, indicating that the relationship between societal contribution (CON_SOC) and perceived meaning in life among Generation Z university students is not substantially mediated by their attitudes towards sustainability and innovation. This finding suggests that, while societal contribution is an important aspect of perceived meaning in life, the mechanisms through which it operates may be more complex and not directly related to sustainability or innovation attitudes. It may be beneficial to explore other potential mediators, such as social connections or personal achievements, in future studies.

H4. 

There is a positive relationship between attitudes towards sustainability and innovation among Generation Z university students.

The correlation analysis revealed a weak positive correlation between attitudes towards sustainability and innovation (r = 0.073891). This suggests a slight tendency for students who value sustainability to also prioritize innovation, although the relationship is not strong. This weak correlation indicates that, while there may be an alignment between these two attitudes, it is not a dominant trend among Generation Z university students. Further research could explore why this relationship is not stronger and what factors might enhance the connection between sustainability and innovation attitudes.

H5. 

Gender and nationality moderate the relationships between personal values and attitudes towards sustainability and innovation among Generation Z university students.

The moderated regression analysis showed no significant moderating effects of gender or nationality on the relationships between personal values and attitudes towards sustainability and innovation. The interaction terms between personal values and both demographic variables were not statistically significant. This suggests that the influence of personal values on sustainability and innovation attitudes does not vary significantly across gender or nationality groups among the participants. This finding implies a level of uniformity in how personal values influence these attitudes across different demographic groups within Generation Z, contrary to what might be expected based on cultural or gender differences.

The latent class analysis (LCA) provided further insights by identifying distinct subgroups within the sample based on combined responses to various factors. The optimal model, with eight classes, revealed significant diversity in the focus areas, concerns, and attitudes among Generation Z university students in Turkey. For instance, Class 0 displayed moderate levels across most factors with a high concern for social issues, while Class 1 showed a high emphasis on sustainability and innovation but lower focus on conservation and respect. Conversely, Class 5 and Class 6 were characterized by a higher proportion of male respondents, with distinct profiles focusing on innovation and conservation, respectively.

These latent classes highlight the heterogeneous nature of Generation Z’s preferences and attitudes. The demographic profiles further underscore differences, with Classes 0, 1, 2, 3, 4, and 7 having a higher proportion of female respondents, and Classes 5 and 6 showing a higher proportion of males. This gender distribution provides valuable insights into how male and female respondents differ in their focus areas, concerns, and attitudes towards various aspects such as conservation, respect, social issues, sustainability, and innovation.

Overall, the results from the study suggest that personal values and educational levels do not serve as significant predictors of attitudes towards sustainability and innovation, respectively, among Generation Z university students in Turkey. This observation challenges prevailing assumptions regarding the direct influence of these factors on the sustainability and innovation orientations of this demographic. Moreover, while relationships between societal contributions, personal values, and attitudes towards sustainability and innovation are evident, the complexity of these relationships is not fully elucidated by mediation or moderating effects within our sample. The absence of significant mediation and moderating effects underscores the need for further research to delve into additional variables or contexts. Such explorations are crucial for a more comprehensive understanding of the factors driving sustainability and innovation attitudes among Generation Z, highlighting the intricacies of discerning attitudes within this generation and signaling the necessity for broader investigations to unravel the myriad influences on these orientations.

We have situated our findings within the broader context of the existing literature on Generation Z’s organizational preferences and attitudes towards sustainability and in-novation. Studies such as Chillakuri and Mahanandia (2018) and Dabija et al. (2020) have emphasized the growing importance of sustainability and innovation in shaping the work-related values of Generation Z. Our findings corroborate these trends, showing a strong alignment between these values and the preferences identified within our latent classes. Additionally, we draw on research by Alleyne et al. (2008) to highlight how these preferences influence HR practices, particularly in the areas of recruitment, employee engagement, and retention. By referencing these key studies, we demonstrate how our research not only confirms existing theories but also adds nuance by exploring how these attitudes vary within Generation Z. This contributes to the ongoing academic discourse and offers practical insights for HR professionals who are aiming to align organizational strategies with the expectations of this emerging workforce.

In discussing the results of this study, it is essential to place our findings within the context of existing research. Previous studies, such as those by Chillakuri and Mahanandia (2018) and Meret et al. (2018), have highlighted the importance of sustainability and innovation in shaping the organizational preferences of Generation Z. Our findings corroborate these studies, particularly in identifying a strong alignment between sustainability values and the preferences of specific latent classes. Additionally, Redler and Hurth (2020) found that Generation Z places a high value on social responsibility, which is reflected in our results, especially among the latent classes that prioritize societal contribution. However, unlike Johnson (2022), who reported significant gender differences in attitudes toward innovation, our study found minimal variation across gender, suggesting that other factors may be at play in influencing these attitudes within our sample.

The application of LCA in this study has added depth to our understanding by identifying distinct subgroups with some unique combinations of values and attitudes. This person-centered approach contributes significantly to a deeper and more comprehensive understanding of Generation Z’s preferences, helping to develop targeted human resource strategies and organizational policies that align with their values and expectations.

5. Conclusions

The findings of this study underscore the nuanced and multifaceted nature of Generation Z’s attitudes towards sustainability and innovation within the Turkish context. Despite initial hypotheses positing direct relationships between personal values, educational levels, societal contributions, and these attitudes, the analyses did not reveal significant predictive or mediating effects. This suggests that the determinants of sustainability and innovation orientations among Generation Z university students are more complex than anticipated and may not be directly influenced by the factors examined in this study.

The latent class analysis (LCA) added depth to our understanding by identifying distinct subgroups within the sample, each with various unique combinations of values and attitudes. The optimal model with eight classes highlighted the diversity in focus areas, concerns, and attitudes among respondents. For example, certain classes demonstrated a high emphasis on sustainability and innovation, while others prioritized conservation and social issues differently. The demographic profiles revealed gender-based distinctions, with female-dominated classes generally focusing more on social issues and sustainability and male-dominated classes showing a stronger emphasis on innovation and conservation.

The absence of significant findings in relation to gender and nationality further complicates the understanding of how demographic variables impact these attitudes. Consequently, this research highlights the imperative for a deeper and more comprehensive exploration of the influences shaping Generation Z’s perspectives on sustainability and innovation. Understanding these dynamics is critical for organizations aiming to align with the values and expectations of this emerging workforce segment.

The high degree of homogeneity in our sample—particularly in terms of age, gender, and educational level—may have influenced the results of the latent class analysis (LCA). Given the limited variability in these demographic factors, the LCA may not have been able to identify as diverse or distinct latent classes, as might have been possible with a more heterogeneous sample.

This limitation suggests that the findings should be interpreted with caution, particularly when considering their generalizability beyond this specific group of Generation Z university students. For future research, we recommend using a more diverse sample that includes a broader range of demographic characteristics. This approach would likely enhance the LCA’s ability to detect more varied and informative latent classes, offering deeper insights into the subgroup characteristics within Generation Z.

While this study provides valuable insights into the organizational preferences and attitudes of Generation Z, several limitations should be acknowledged:

• The study was conducted with a relatively small sample size of 109 respondents, all from a single class within a faculty of 692 students. Although this class was chosen to be representative, the sample may not fully capture the diversity within the broader student population, limiting the generalizability of the results;
• The respondents were homogeneous in terms of nationality (all participants were Turkish) and field of study (social sciences). This lack of diversity in demographic variables, such as nationality, education level, and their field of study, may have constrained the ability to detect variations in attitudes across different groups. Future research should consider including a more diverse sample to explore how these factors might influence the findings;
• The study’s cross-sectional design limits the ability to draw causal inferences from the data. While associations between variables were examined, it is not possible to determine the directionality or causality of these relationships. Longitudinal studies would be valuable in exploring how these attitudes and preferences evolve over time;
• While the latent class analysis (LCA) provided meaningful insights into the different segments within Generation Z, the study may have placed too much emphasis on the methodological aspects rather than the practical implications of the findings. Future studies could benefit from a more balanced approach, incorporating both methodological rigor and a stronger focus on the implications of the results;
• The study focused on specific variables related to personal values, sustainability, innovation, societal contribution, and perceived meaning in life. Other factors that could influence Generation Z’s organizational preferences, such as cultural context, economic conditions, or technological access, were not considered. Including a broader range of variables could provide a more comprehensive understanding of the factors influencing these attitudes.

Future research should consider a broader array of variables and potentially explore qualitative insights to capture the full spectrum of factors influencing Generation Z’s attitudes. The insights from LCA suggest that person-centered approaches can uncover hidden subgroups within populations, providing a more granular understanding of their preferences and behaviors. This approach contributes significantly to a more nuanced understanding of Generation Z’s unique characteristics and aspirations, helping to develop targeted human resource strategies and organizational policies that align with their values and expectations.