The presented article examines the psychological and sociocultural phenomenon of loneliness among young people belonging to generation Z, who were born after 1995. Special attention is paid to the study of the relationship between the feeling of loneliness and the values characteristic of this age group, as well as their desire for self-identification and social inclusion. Based on the analysis of modern empirical data and theoretical research by both foreign and Kazakhstani authors, the paper identifies the key features of the perception of loneliness by representatives of the digital generation.

It is emphasized that the identity of young people today is largely formed in the digital environment, mainly through social networks, online communication and virtual communities. However, it is precisely in this digital space that a paradox arises: despite their apparent involvement in information and social flows, young people are increasingly experiencing a subjective sense of isolation.

The emphasis is also placed on the fact that modern representatives of generation Z are focused on high standards of personal effectiveness, career growth and self-realization, which often leads to internal tension, an increase in perfectionist attitudes and a sense of their own "inadequacy" in a social context. At the same time, stable and emotionally intense connections with loved ones — relatives, friends, and peers — are an important resource for psychological support and reducing the level of loneliness experienced.

Despite the apparent openness and digital activity, young people are increasingly feeling the need for authentic, lively and emotionally intense communication that transcends the virtual environment. Such contradictions between virtual activity and real emotional isolation point to the importance of reviewing approaches to social and psychological support for young people.

The conclusions drawn in the article allow for a deeper understanding of the mechanisms of loneliness formation in generation Z, reveal its dependence on cultural and technological changes in modern society, and suggest directions for practical prevention and psychological and pedagogical support. In particular, the need to integrate offline communication into educational and social policy is emphasized, as well as the development of programs aimed at strengthening emotional stability and developing skills for building meaningful social relationships.