Between Memes and Meanings: Exploring the Linguistic Implications of Gen Z Digital Language on Intergenerational Communication in Basic Education
Year: 2026
Type: article
Study design: Observational Study
Abstract: Generation Z digital language has transformed contemporary communication through the widespread use of emojis, internet slang, abbreviations, memes, GIFs, and other multimodal digital expressions. While these linguistic innovations facilitate interaction among digitally fluent users, they also present interpretive challenges in educational settings where students, teachers, and administrators possess diverse communicative experiences and generational perspectives. This study examined the linguistic implications of Generation Z digital language on intergenerational communication within the basic educational system and proposed a pedagogical and language development framework to strengthen communication across generations. Employing a concurrent exploratory mixed methods design, the study integrated qualitative and quantitative approaches guided by Gadamer's Philosophical Hermeneutics and Communication Accommodation Theory. Qualitative data were gathered through open-ended written responses in a researcher-developed mixed-methods questionnaire and analyzed through a Gadamerian-informed thematic interpretive process. The findings revealed eight major themes across the semiotic and pragmatic dimensions, demonstrating that digital language functions as an evolving communicative system in which symbolic interpretation, contextual understanding, interpersonal expectations, and communicative intent collectively shape intergenerational communication. Quantitative findings further indicated that both the semiotic and pragmatic dimensions were perceived as Highly Influential, confirming the substantial role of Generation Z digital language in educational communication. The integration of qualitative and quantitative evidence identified three underlying factors—Pragmatic Boundary Alignment, Semiotic Deciphering Friction, and Contextual Dependency—which served as the empirical foundation for the development of the UGNAYAN (Ugnayan ng Generasyon sa Bagong Anyo ng Komunikasyon) Framework. The framework consists of four interconnected pillars: Generational Awareness and Relational Sensitivity, Bidirectional Mentorship and Co-Learning, Institutionalized Netiquette and Capacity Building, and Cultural Integration and Grassroots Media Campaigns. Collectively, the findings emphasize that effective intergenerational communication depends on contextual awareness, reciprocal adaptation, and collaborative meaning-making, offering practical guidance for language education and communication practices within the basic educational system.
Author: Pasubillo, Mark Anthony
Institutions: University of Luzon, Tucson Unified School District
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7204234092