Findings regarding education in dystopian narratives

We see that, under the influence of modern life and capitalism, people living in the 20th century are moving away from utopias and towards dystopias. Industrial revolutions, the rise of totalitarian regimes and technological developments during this period accelerated the dystopia process. This dark atmosphere has paved the way for writers to express their concerns about the future. As a reflection of the world they live in, authors have reflected in their works the tragic situation experienced by people in the chaotic, oppressive, corrupt dystopian universe. In the 21st century, dystopian works have become increasingly diverse under the influence of global developments, social changes and political tensions. Negativities such as war, famine, migration, epidemics, and environmental pollution experienced in this century have attracted the attention of the reader and created a dystopian-based mindset. Especially generation Z, seen as the owners of the global age, has begun to wonder what kind of future they are facing. It is possible to say that the topics covered in dystopian narratives, whose readership continues to increase, are a pedagogical stimulus for students. Effective use of dystopian narratives will support students' development in areas such as critical thinking and analysis skills, creative writing and expression skills, empathy and sensitivity, discussion, communication and collaboration. The aim of the thesis is to determine the positive effects that dystopias will have on generation Z students in order to complete their educational development by increasing students sensitivity.