“Class is boring.” “All I do is read and take a quiz.” These student comments echo across disciplines and modalities, reflecting a growing disconnect between traditional instructional approaches and the expectations of Gen Z learners. As educators and instructional designers, we are increasingly challenged to rethink what engagement actually means and how to design for it intentionally rather than reactively. This session draws on a recent practitioner-informed literature review examining Gen Z undergraduate learners, faculty perceptions of engagement, and the role of innovative pedagogies in shaping meaningful participation in higher education. While Gen Z students are often described as digitally fluent and engagement-driven, the research and our experience reveals a more complex reality: students may request “engaging” experiences yet resist pedagogies that require active participation, collaboration, or accountability. At the same time, faculty frequently express uncertainty about how to adapt their teaching without sacrificing rigor or overhauling their courses entirely. In this session, Participants will examine how pedagogical approaches such as active learning, flipped classrooms, gamification, social media integration, and generative AI can support Gen Z engagement when aligned with clear learning goals and thoughtfully scaffolded implementation.