Introduction. Identifying and analysing the features of Generation Z's educational orientations contributes to optimising the interaction between all participants in the educational process and effectively implementing the social functions of education when this generation enters the labour market. The purpose of the work is to study the educational orientations of college graduate students – representatives of generation Z. Materials and methods. The initial methodological basis of the research is the classical theory of generations, created by V. Strauss and N. Howe, as well as her variations of this theory of Russian researchers adapted to Russian realities. The study involved 206 respondents, aged between 18 and 22 years old, who were enrolled in the third or fourth year of their degree in various socio-economic and technological specialities. The research tool was a survey. Results. The most effective forms of organizing the educational process have been identified, stimulating the cognitive activity of students, involving direct active interaction during the educational process or solving learning tasks in a group format. The most preferred roles of a teacher are those of a supportive mentor, a sympathetic friend, and an expert in their field. The relationship between graduates' educational orientations and professional ones was determined: students see themselves as the most attractive in professional terms either in a small business, an individual entrepreneur, self-employed or an employee of a large stable organization. Conclusion. The specifics of the educational orientations of college graduates as representatives of generation Z were determined: the preference for active forms of organizing cognitive activity using digital content, the importance of obtaining useful knowledge and practical skills in learning, and the focus on higher education. The paper refutes a number of myths about generation Z related to educational orientations.