The data tells a subtle but important story: Gen Z may not claim direct experience of the mystical—but they aren’t dismissing it either.
A significant minority (22%) have had such an experience themselves. Some 37% are open to the idea: “I know someone who has” or “I believe it could happen”. This compares to 34% for all Australians.
What this means for educators
Today’s students are navigating complex inner and outer worlds. Many are encountering questions of identity, purpose, and meaning without a fixed framework.
Whether through literature, history, drama, or religious studies, the classroom is one of the few spaces where mystical or spiritual ideas can be discussed thoughtfully and questions asked.
Gen Z learners are not confined to rigid worldviews. Even when they haven't had a spiritual experience themselves, many are willing to entertain the possibility. This is a generation shaped by imagination as much as information.
The fact that Gen Z are more likely to say “I know someone who has” than all Australians reminds us that of the role of testimony and relationship. Spiritual imagination often comes through story, not argument.
In practice:
- Use stories, poetry, or case studies that explore spiritual experiences from different cultural and historical contexts.
- Ask reflective questions like, “What do people mean when they say something felt sacred?” or “Why might someone see a moment as spiritual?”
- Create opportunities for students to discuss personal meaning and values, even if they don’t link it to religion.
- Invite students to bring in narratives—from family, friends, or community—that have shaped how they think about spiritual or mystical experiences.
Gen Z may not report many supernatural experiences, but they carry a kind of spiritual openness—one that values story, respects mystery, and remains curious about what they haven’t yet seen.
