This article is based on the hypothesis that Generation Z’s propensity for undivided perception of digital and physical reality (phygital reality) and their fairly easy absorption of new learning formats, in particular blended learning, are interrelated. To prove the existence of this relationship, the authors, based on the methodology of social constructivism and interpretivism, put forward several hypotheses and conduct an empirical study. For a detailed analysis of the research topic the authors conduct three questionnaire polls among university students in St. Petersburg. The first survey is related to identifying the features of socialization of “digital natives”, the second - to identify the cognitive inclinations of Generation Z, the third - the choice of type of education (traditional/classroom, blended or distance learning). The results of the study confirm the main hypotheses of the study, which are that the characteristics of Generation Z make them maximally adapted to blended learning and that the propensity to blended learning is due to a number of factors, such as satisfaction with the content of disciplines, propensity for self-development, satisfaction with the organization of the educational process, work in the specialty after graduation, group work in classes and the use of sources recommended by the teacher. Factor and regression analysis conducted during the study confirms the data obtained.