This study investigates the learning needs and preferences of international Generation Z (Gen Z) students to inform the development of innovative learning outputs for a Language and Communication module within a summer camp context. A descriptive survey was conducted with 14 participants (N = 14) to examine their learning experiences and preferences. Quantitative analyses (Tables 1-11) assessed self-perceived language proficiency, preferred instructional formats, and attitudes towards digital and cultural integration, while open-ended responses provided further insights into recommended tools and learning experiences. Findings indicate that most participants rated their English proficiency as moderate, while Malay and Kadazandusun proficiency remained limited, highlighting the need for scaffolded and culturally responsive support. Strong preferences emerged for interactive applications, multimedia resources, concise written materials such as digital pocketbooks, and experiential learning activities. Open-ended responses reinforced these trends, with students recommending platforms such as TikTok, YouTube, and Google, alongside practical tasks including video production, presentations, and cultural engagement activities. Overall, the findings suggest that Gen Z learners prioritise digital interactivity and meaningful, culturally grounded learning experiences. Integrating these elements through technology-enhanced and task-based approaches can enhance learner confidence, inclusivity, and sustained engagement. The study provides practical implications for higher education institutions in designing dynamic learning outputs for short-term programmes aligned with Gen Z learning preferences and national educational goals.