Higher education institutions are increasingly embracing student-centered learning and helping young people critically rethink the meaning of success, university leaders said during a recent dialogue with a Generation Z student.

The conversation took place on Friday at the Belt and Road Forum for Language and Culture Collaboration between Ekaterina Kaligaeva, a Belarusian graduate of Tsinghua University and social media influencer, and four university vice-presidents.

Kaligaeva, known in China as Su Xiaoxiao, said her generation is growing up in an era where knowledge is no longer scarce.

"What we value now is creativity, participation, and self-expression," she said, raising the question of how much freedom students have to define their own research paths.

Zhu Pengxiao, vice-president of Tianjin Foreign Studies University, said students today enjoy greater autonomy in what they study, thanks to initiatives such as interdisciplinary courses and micromajors.

The university has launched innovation hubs that combine foreign languages with fields such as international affairs, media and trade.

"We're breaking down traditional academic silos and encouraging students to explore," Zhu said.

He added that students are also given platforms to bring their ideas to life through partnerships that connect universities with businesses, encouraging real-world engagement.

Zheng Chengjun, vice-president of Beijing International Studies University, agreed that flexibility is important, but cautioned that interdisciplinary learning should be approached thoughtfully.

"We encourage cross-disciplinary exploration through micro-majors," he said. However, he noted that each field has foundational knowledge that students must understand.

Wang Jin, vice-president of the Hunan University of Science and Technology, highlighted the need for international collaboration and cross-major course integration. The university is working to recognize credits from high-quality global courses, including online lectures by Ivy League professors.

"If students complete these courses and pass the required assessments, we will count them toward their degrees," Wang said.

As education becomes more flexible and globally integrated, Kaligaeva raised another pressing question — how should success be defined beyond grades and rankings?

"As Gen Z grows up, we absorb various definitions of success shaped by society and schools," she said. "But we are also challenging those definitions and traditional frameworks. We aspire to succeed, but we don't want to be defined solely by grades or the academic system."

Ma Shinian, vice-president of Northwest Normal University, called for a balanced approach.

"Scores should be just one part of a broader evaluation system," he said, emphasizing the importance of cultivating students' strengths and helping them improve in areas of weakness.

Echoing Ma's sentiments, Zhu from Tianjin said the measure of growth is about more than academic results.

"How a student develops emotional resilience, empathy and the ability to overcome challenges or help others — these are key indicators of comprehensive development," he said.

For Wang, success isn't about power or accolades.

"It's about doing your job well, whether you're a teacher guiding students or a counselor helping young people build their future careers. That's real success," he said.

Zheng concluded by saying Gen Z is still exploring what success means — whether it is personal fulfillment or external recognition.

"I believe this generation will ultimately be both excellent and successful — on their own terms," he said.

zhaoyimeng@chinadaily.com.cn