The irruption of the millennial learners shakes the academic institutions that believe in the old pedagogy whose infrastructure is sociologically conditioned by the predigital era. Despite the inquietude of academic institutions, the introduction of new pedagogies as creative responses to the irruption of millennial learners requires a transitional period that is often longer than what we, educators, previously estimated. Starting from the autobiographies of the millennial learners and educators that meet in this era, as well as the rich literature on the subject, this research paper attempts to fill at least temporarily this pedagogical vacuum. This paper proposes connection pedagogy to respond to the irruption of millennial learners in the digital era. Keywords-millenniallearner, pedagogical transition, institutional quake, a sense of disquietude, connection pedagogy.

This research captures the phenomenon of 'homo religiosus digital', especially among younger faith believers. Indebted to the explanation from the classical work of Mircea Eliade's, The Sacred and the Profane, that the 'human of traditional societies is admittedly a homo religiosus', it seeks the dynamics, even disruption, of faith formation among homo religiosus digital in the millennial generation. As an essential premise of this study, the inclusion of digital technology into their lives shapes the faith formation ofhomo religious digital.