{"id":41452,"date":"2026-06-28T14:42:53","date_gmt":"2026-06-28T11:42:53","guid":{"rendered":"https:\/\/afteegypt.org\/?p=41452"},"modified":"2026-06-28T15:13:03","modified_gmt":"2026-06-28T12:13:03","slug":"gen-z-and-restrictions-on-freedom-of-expression-in-egyptian-universities","status":"publish","type":"post","link":"https:\/\/afteegypt.org\/en\/research-en\/2026\/06\/28\/41452-afteegypt.html","title":{"rendered":"Gen Z and Restrictions on Freedom of Expression in Egyptian Universities"},"content":{"rendered":"

Content<\/strong><\/span><\/h4>\n

Methodology<\/p>\n

Introduction<\/p>\n

Section One: Gen Z and Egyptian Universities in a Shrinking Public Sphere<\/p>\n

Section Two: Universities as Seen by Gen Z: Between Expectations and Reality<\/p>\n

Section Three: Alternative Pathways<\/p>\n

Conclusion and Recommendations<\/p>\n

 <\/p>\n

 <\/p>\n

Methodology<\/strong><\/span><\/h4>\n

This paper adopts a methodology that combines both primary and secondary data to understand Gen Z\u2019s perceptions of the university, as well as forms of student participation and the transformations they have undergone amid the escalating restrictions imposed on universities in Egypt since 2013.<\/p>\n

The primary data collection tool consisted of an online survey titled \u201cGen Z\u2019s Vision of the University and Alternative Pathways for Participation,\u201d targeting university students and fresh graduates within the age group classified as Gen Z (18-27). The survey received a total of 49 responses, including 11 fresh graduates and 35 students from Cairo, Alexandria, Kafr El-Sheikh, Ain Shams, Menoufia, Zagazig, and Mansoura Universities, in addition to private universities such as the American University in Cairo, the British University in Egypt, and Horus University. The sample included 40% male respondents and 57.8% female respondents, while approximately 2% declined to disclose their gender.<\/p>\n

Despite the diversity of universities represented \u2013 both public and private \u2013 the survey did not aim to compare the respondents\u2019 educational models or socioeconomic backgrounds. Rather, it sought to identify general trends in how university students and fresh graduates perceive the university. The findings revealed a notable degree of convergence in respondents\u2019 evaluations, with predominantly negative views regarding the role of universities and the spaces available for expression and participation there, regardless of institutional affiliation.<\/p>\n

The survey included a combination of quantitative and descriptive questions addressing respondents\u2019 perceptions of the core role of universities, their evaluation of the campus environment, their attitudes toward student unions, and their experiences related to freedom of expression and participation within universities. It also explored the use of social media as alternative spaces for expression and organization. In addition, the survey incorporated a number of open-ended questions, allowing participants to share their personal experiences and assessments of universities, student unions, and the constraints they face on campus.<\/p>\n

The survey generated two types of data. The first is quantitative data, which was analyzed by calculating frequencies and percentages of different responses, allowing for the identification of general trends within the sample. The second is qualitative data, which was analyzed using a qualitative approach to identify recurring themes and patterns in respondents\u2019 experiences and perceptions of university life and student participation.<\/p>\n

In addition to the survey, the paper relies on nine interviews conducted with students who participated in pro-Palestine activism, including participants from the American University in Cairo and the \u201cStudents for Palestine\u201d movement. These interviews aimed to understand the dynamics of student mobilization, the forms of organization and outreach used by students, and the obstacles and restrictions they encountered while organizing events and activities related to the Palestinian cause. These interviews contributed to a deeper understanding of the experiences discussed in the section on alternative pathways for participation and collective action.<\/p>\n

The paper also reviewed and analyzed a number of laws and regulations governing university life and student activities in Egypt, alongside interviews with several lawyers. This was intended to shed light on the legal and regulatory dimensions of student activities, identify the key violations and restrictions faced by students in recent years, and clarify the legal frameworks governing student work within Egyptian universities, in comparison with field observations of students\u2019 lived experiences.<\/p>\n

Finally, the paper draws on a range of secondary sources, including academic studies, research papers, and reports \u2013 some previously issued by the Association for Freedom of Thought and Expression (AFTE) \u2013 addressing academic and student rights and freedoms, the status of student unions, and the restrictions imposed on student activities in Egyptian universities. These sources provided a rights-based and documentary background on the policies and practices that have shaped the student sphere since 2013.<\/p>\n

 <\/p>\n

Introduction<\/strong><\/span><\/h4>\n

Historically, universities have been significant spaces where the political, social, and cultural experiences of new generations are shaped. Their role extends beyond the provision of academic knowledge to include the development of personality, the formation of identity, and the creation of opportunities for dialogue, organization, and collective action. For decades, Egyptian universities have been closely associated with student activism, serving as arenas for public debate, the formation of cadres and elites, and the expression of various political and social issues.<\/p>\n

However, since 2013, Egyptian universities have undergone profound transformations under policies and legislation that have redefined the boundaries of student activism, as well as the spaces available for expression and organization. At the same time, a new generation of students \u2013 Gen Z \u2013 has emerged. This generation has grown up in a digital environment markedly different from that of previous generations, where technology and social media constitute an integral part of daily life and of how individuals communicate and engage with public issues.<\/p>\n

This paper seeks to understand the relationship between Gen Z and Egyptian universities within this context, and to answer a central question: How do Gen Z students perceive universities today? To what extent do universities represent a space for learning, interaction, and participation? And what alternatives do students develop for expression and organization in light of the declining effectiveness of traditional student channels?<\/p>\n

By combining survey findings, interviews, and secondary sources, the paper aims to provide an analytical reading of students\u2019 perception of universities, identify the gap between the roles they expect the universities to play and the reality they experience, and highlight the alternative pathways they pursue to sustain forms of participation and collective engagement.<\/p>\n

 <\/p>\n

Section One: Gen Z and Egyptian Universities in a Shrinking Public Sphere<\/strong><\/span><\/h4>\n

What is \u201cGen Z\u201d?<\/strong><\/p>\n

The term \u201cGen Z\u201d refers to individuals born after the mid-1990s and through the beginning of the second decade of the 21st<\/sup> century, typically defined as those born between 1997 and 2012. This generation follows the Millennials – also known as Generation Y (born between 1981 and 1996) – and precedes Generation Alpha, which includes those born between 2013 and 2025.<\/p>\n

Gen Z is considered a digital native generation, as its members have never experienced a world before the internet. Rather, they grew up amid the widespread proliferation of smartphones and social media, which have become integral to daily life. As a result, instantaneous communication and digital presence constitute core elements in shaping their social and cultural formation and their worldview.[1]<\/a><\/p>\n

Deep engagement with digital technology is widely regarded as the defining characteristic of Gen Z. Unlike Millennials, who witnessed the emergence and gradual spread of the internet, Gen Z individuals were raised in environments where digital technologies, smartphones, and social media were already firmly embedded in everyday life. Consequently, they do not perceive constant connectivity or rapid access to information as technological innovations, but rather as basic conditions accompanying their upbringing from an early age.[2]<\/a><\/p>\n

This digital immersion has shaped multiple aspects of their lives: the internet has become a space for learning, work, social interaction, and entertainment. Platforms such as TikTok and Instagram have evolved into primary tools for communication and content production, while podcasts and digital gaming have taken on roles that extend beyond entertainment to include learning, virtual community-building, and influencing public discourse. Furthermore, this generation demonstrates a high degree of readiness to adopt artificial intelligence technologies and integrate them into study, work, and creative practices, alongside a growing concern with issues of transparency and accountability associated with these technologies.[3]<\/a><\/p>\n

The defining characteristics of Gen Z can be understood through three key criteria:<\/p>\n