Digital learning was once touted as the way forward. However, 15 years after replacing books with computers, Sweden is now investing €104 million to bring back printed textbooks. The reason? Officials believe the digital-first approach has failed to develop fundamental skills like reading and writing. Once again, computers are being set aside to make room for traditional textbooks in the curriculum.
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In a country like India, where we often look to the West for inspiration, this decision raises important questions. What impact might Sweden’s shift have on India? Moreover, how prevalent is digital learning here, and has it penetrated deeply enough to affect students in the same way?
The Swedish perspective
After Sweden introduced its digital learning in schools, schools in Ireland followed suit. However, the Swedish government, after experimenting with digital-first education for over a decade, recognised a worrying trend: students’ reading and writing skills were slipping. Minister for Schools Lotta Edholm emphasised the value of analogue environments for developing foundational skills, announcing a significant investment in reintroducing textbooks and traditional teaching methods.
This doesn’t mean Sweden is abandoning technology altogether—it’s about striking a balance. UNESCO has similarly cautioned against over-reliance on digital tools, advocating teacher-led, in-person learning.
India: A digital paradox in education
India, with its socio-economic diversity and vast student population, faces unique challenges in integrating digital learning. According to Praneet Mungali, Trustee of Sanskriti Group Schools, while initiatives like the Right to Education and Samagra Shiksha Abhiyan have improved access to education, reading habits remain largely confined to textbooks.
For millions of students, particularly in rural areas, digital education remains a distant dream due to limited resources. Meanwhile, urban schools are increasingly adopting digital tools, creating a stark divide.
Anu Singh (name changed), a teacher at a reputed Delhi school and a mother of two, shares, “In India, we are still in the blackboard teaching era, and textbooks are an integral part of most students’ curriculum. Unless it’s an IB school, where digital learning is fully integrated, access to such resources is limited. Yes, many students have access to phones at home, but that’s where the problem arises. While some use them for better understanding of topics, parental discretion is crucial in this regard.”
She agrees with Mungali’s views, adding that for many students, owning a textbook itself is a luxury, making the idea of relying on digital learning seem almost unreal.
Are we reading less?
In India, the problem is not with digital learning, but the dominance of visual media. According to a report by the National Literacy Trust (NLT) organisation in 2024, which included over 76,000 responses, shows that only 34.6% of children aged 8 to 18 enjoy reading in their free time.
Last year’s annual streaming trends report by Amazon Fire TV revealed that Indians now spend an average of over four hours per day binge-watching content on their Fire TV devices. With the number of smartphone users in India crossing the 1 billion mark, 90% of them prefer consuming video content online.
The increased screen time among students isn’t a result of schools adopting digital learning; rather, it stems from excessive exposure to content on OTT platforms.
As digital content consumption rises, traditional reading appears to be declining—a pattern mirrored globally. Arzoo Wadhawan, Clinical Psychologist at Artemis Hospitals, highlights several factors:
- Instant gratification: Platforms like Netflix offer quick, visual entertainment requiring less cognitive effort.
- Attention spans: Social media and multitasking culture reduce deep, focused engagement with texts.
- Shift to shorter formats: Blogs, tweets, and audiobooks cater to modern lifestyles, but compromise critical thinking and concentration.
The role of libraries, policies and book fairs
However, Swagat Sengupta, CEO of Oxford Bookstores, offers a more optimistic view, observing that readership is not declining uniformly. “We see dynamic footfalls from children, Gen Z, and beyond,” he says, crediting initiatives like book fairs and literary workshops for cultivating lifelong reading habits.
India’s libraries, both public and school-based, are critical in bridging the gap. Yet, many lack adequate funding or modern management. Mungali advocates for investments in schools and public libraries to make books accessible to all socio-economic groups. Government schemes like the National Mission on Libraries provide a starting point, but much more needs to be done.
Screen time and learning
Sweden’s return to textbook policy stems from growing evidence that screen time may hinder foundational learning. Wadhawan explains, “Frequent multitasking rewires the brain, reducing focus and deep reading abilities.” India, too, sees rising concerns over excessive screen exposure among children, making a balanced approach to technology essential.
The way forward
India’s challenge isn’t digital learning itself, yet numbers reveal a decline in readership. A mother of a Class VIII student, soon to be promoted to Class IX, shares her experience: “Every Friday, my daughter receives a book from the school library as part of their curriculum. But when she comes home, the book ends up in her drawer, untouched. Instead, she uses her phone—whether for homework, gaming, or watching videos. The library book eventually goes back unread. I believe, we need stronger incentives and creative strategies to cultivate a reading habit, which is becoming increasingly difficult with each passing day.”
Experts suggest:
- Strengthening school libraries: As hubs for analogue learning, these can nurture reading beyond exams.
- Promoting family reading: Making reading a social activity can counteract OTT-driven habits.
- Gamifying the reading experience: Apps that combine books with interactive elements can engage tech-savvy students.
This post was originally published on here
