Identifying Key Priorities for Enhancing Reading Culture among Generation Z: An Analysis of Family and School Dimensions Using the Fuzzy Delphi Method (A Case Study of Secondary School Students in Mashhad)

Abstract

This study aims to identify and prioritize key strategies for enhancing reading culture among Generation Z, with a focus on the roles of family and school. A mixed qualitative–quantitative design was employed. In the first phase, qualitative thematic analysis was conducted based on semi-structured interviews with lower secondary school students in Mashhad, selected through purposive sampling to reflect diverse reading behaviors. The extracted indicators were then examined in the second phase using the Fuzzy Delphi method. A panel of experts in education and cultural affairs participated in two Delphi rounds to validate and refine the indicators. Fuzzy mean values, defuzzification procedures, and Friedman ranking were applied to determine final priorities. Friedman test results revealed statistically significant differences among the prioritized strategies in both family and school dimensions. At the family level, early reading socialization and systematic regulation of digital media use achieved the highest ranks. At the school level, employing specialized teachers, allocating formal time for free reading, and establishing reading-oriented incentive systems were identified as top priorities. The Fuzzy Delphi results confirmed expert consensus on the complementary and interdependent roles of family and school in promoting reading culture. The findings indicate that enhancing reading culture among Generation Z requires sustained, institution-based interventions that integrate family and school efforts rather than relying on short-term or isolated initiatives.