This research focuses on Generation Z (Gen Z) students, specifically those in nursing colleges. Gen Z individuals display unique characteristics in terms of thinking, personality, lifestyle, and learning preferences compared to preceding generations, necessitating adaptations in teaching methodologies within nursing schools. This study explores the effectiveness of the jigsaw technique (JST) in engaging first-year undergraduate nursing students in the learning process. Four topics (modules): Cardiovascular system ("module 1"), Respiratory system ("module 2"), Endocrine system ("module 3"), and Central nervous system ("module 4") were selected. "Modules 1" and 2 were taught by JST to "group I" (jigsaw group) and by conventional didactic lectures to "group II" (lecture group). The groups alternated teaching methods for the remaining modules. Scores in pretest, posttest, and retention tests were higher in "group I" than in "group II." The results were statistically highly significant (P = 0.000) for "modules 1, 2," and "4" and not significant (P = 0.411) for "module 3." Analysis of student feedback revealed that 63% of students liked JST. Seventy-one percent responded that this is an interesting way of learning the topic, helped them improve their communication skills, and improved interaction with their peers. Seventy-seven percent found that JST helped them understand the topic easily. Sixty-nine percent think that this technique should be used for teaching other physiological concepts and for other undergraduate subjects as well. The study concludes that using and integrating this student-centric teaching method into Gen Z nursing education holds promise for building a foundation of robust knowledge and developing essential personality skills crucial for future nursing professionals.