Objective: The present study aimed to explore the key competencies of Generation Z teachers, with the goal of rethinking the curriculum for student-teachers.

Method: This research adopted a qualitative approach, utilizing conventional inductive content analysis based on the Hsieh and Shannon approach. The participants included 17 key experts who were selected through purposive, criterion-based sampling. Data were collected via semi-structured interviews and, after coding and analysis, were categorized into basic, organizing, and global themes. To validate the findings, member checking and peer review were employed.

Findings: Data analysis led to the extraction of 225 basic themes, 58 organizing themes, and 12 global themes, which were identified as the key competencies of Generation Z teachers. The most prominent competencies included: artificial intelligence competency, digital and educational technology competencies, metacognitive–meta-teaching competency, classroom coaching, social and emotional competency, aesthetic competency, embodied teaching, financial literacy and economic decision-making, and teacher resilience. The findings revealed that the desirable image of a teacher for educating Generation Z is a multidimensional one, in which technological competencies are positioned alongside cognitive, emotional, social, creative, professional, and identity-based competencies.