“SHAPED BY EDUCATION, TRANSFORMED BY SOCIETY": ACADEMIC PRESSURE AND ISOLATION IN BOARDING SCHOOLS AS JUSTICE PERCEPTION OF GENERATION Z CHINESE STUDENTS

Abstract

This study had three main objectives: 1) To examine how the boarding school environment influences access to information and the initial understanding of Generation Z in Guangxi, China; 2) To analyze the impact of intense academic pressure on their social participation and social reflection; and 3) To explore changes in their perceptions of fairness and social justice after graduation. A qualitative research approach was employed, and data were collected through in-depth interviews using an interview record form. Participants included ten individuals from Generation Z and 6 individuals from Generation X, the latter providing comparative insights into how social environments have shifted across generations. The findings reveal several key patterns. First, the boarding school environment limited Gen Z’s access to external information and broader social experiences. Second, heavy academic pressure constrained their ability to engage with social issues and reflect on them meaningfully. Third, after graduation, Gen Z experienced a significant shift in their perceptions of fairness and social justice as they encountered forms of inequality beyond their expectations. Overall, the study highlights clear generational differences in perceptions of justice and emphasizes the critical role of educational environments and academic pressures in shaping the development of social justice awareness among Generation Z in Guangxi.