Unveiling the Relevance of Reading the Bible among Generation Z College Students

Submitted: June 26, 2025 | Published: December 31, 2025
DOI: https://doi.org/10.63130/hijcre.v2i2.190

Authors

  • Jonald De Leon Holy Angel University, Pampanga, Philippines https://orcid.org/0009-0003-1661-3346
  • Angelo Adriano Holy Angel University, Pampanga, Philippines
  • Dan Christopher Culala Holy Angel University, Pampanga, Philippines
  • Monina Manalang Holy Angel University, Pampanga, Philippines
  • Cristina Samia Holy Angel University, Pampanga, Philippines https://orcid.org/0009-0006-6074-4257

Keywords:

Bible Reading, Catholic University, College Students, Gen Z, Spiritual Engagement

Abstract

This qualitative study explores the perceptions, barriers, and motivations surrounding Bible reading among Generation Z college students at Holy Angel University, a Catholic institution in Angeles City, Pampanga. Using a narrative research approach, data were collected through semi-structured interviews with ten Catholic students aged 18 and above. Findings revealed that while students recognize the Bible as a meaningful source of inspiration, guidance, and spiritual growth, consistent engagement remains limited. Academic demands, poor time management, and the Bible’s complex language were identified as primary barriers to regular reading. Despite these challenges, students still turn to the Bible during personal struggles or when invited through academic or religious settings. Their engagement with Scripture positively influences personal values, emotional comfort, and decision-making. The study underscores the need for more accessible and relatable Bible reading strategies for youth and highlights the importance of supporting spiritual development alongside academic growth. These findings can inform educators, pastoral workers, and campus ministries in designing relevant faith-based programs.

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Published

12/31/2025

How to Cite

Unveiling the Relevance of Reading the Bible among Generation Z College Students. (2025). Hitik: International Journal of Catechists and Religious Educators, 2(2), 13-26. https://doi.org/10.63130/hijcre.v2i2.190

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