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Résumé : Background: The Iraqi higher education sector is experiencing major transitions and conversions that are concurring with the increasing entry of Generation Z into the institutional workforce. As this new generational cohort is rapidly overtaking various positions in the educational sector, it is important to effectively retain and understand their workplace expectations in order to maintain a decent institutional and academic sustainability. Objective: The aim of this study was to examine the motivational (Intrinsic and Extrinsic) factors influencing Generation Z (Gen Z) employees in the Iraqi higher education institutions. The study also aims at exploring the factors contributing to workers satisfaction and motivations as well as any other elements that may cause a dissatisfaction in the work environment. Additionally, the study seeks to figure out how these factors outline the workplace involvement of Generation Z within the Iraqi higher education setting. Methodology: Drawing on a quantitative methodology and using Herzberg’s Two-Factor Theory as a conceptual framework, the research explores intrinsic and extrinsic motivating factors affecting job satisfaction among young academic professionals. Results: Results show that intrinsic factors such as recognition, meaningful work, and personal growth play a more important role than extrinsic aspects like salary and job security. These findings illustrate the importance of aligning institutional strategies with the fundamental expectations of Generation Z to enhance engagement and retention. Conclusions: By contextualizing Herzberg’s model in a Middle Eastern higher education setting, the study recommends that Iraqi educational institutions should acknowledge and make use of a proper mix of extrinsic and intrinsic factors in their human resource management practices to ensure that employees are well motivated to perform their tasks.