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Decline in reading performance reignites debate on technology use in Swedish schools and leads government to resume traditional methods with focus on physical books, handwriting, and reduction of screens, while experts diverge on impacts on students’ digital future.
By reorienting its educational policy, Sweden has decided to reduce the presence of screens in classrooms and increase the use of printed books, prioritizing activities with paper, pencil, and handwriting, especially among younger students, after concerning results in international assessments.
In this context, the decision gained momentum after the country’s decline in reading and mathematics in Pisa 2022, an OECD exam, while the government began to advocate that basic skills, such as text comprehension and concentration, need to return to the center of the learning process.
Decline in Pisa and warning about literacy
To understand the change, the data helps to frame the scenario, as in Pisa 2022, 76% of Swedish students aged 15 reached at least level 2 of proficiency in reading, considered the minimum adequate level by the OECD for full participation in society.
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On the other hand, the same survey shows that 24% of students fell below the basic level, indicating significant difficulties in text comprehension, even though the country remains above the OECD average in reading, mathematics, and science.
Return of books and paper in schools
Based on this diagnosis, the government structured a series of measures, explicitly advocating for more reading time and less screen time, in addition to directing investments for the acquisition of textbooks and reinforcing the requirement for printed materials in schools.
Simultaneously, changes in the preschool curriculum removed the requirement for the use of digital tools, establishing that children under two years old use only analog resources, while the use of electronic devices has been heavily restricted for other early age groups.
Change in vision about technology in education
For years recognized as a reference in digitization, the Swedish school has begun to review its model, especially after the expansion of laptops and digital platforms from the late 2000s, driven by the idea that intense contact with technology would better prepare students.
Now, however, educational policy has begun to require a clear pedagogical justification for the use of technology, arguing that reading, writing, attention, and calculation develop more efficiently in analog environments, especially in the early stages of education.
Impacts on Students’ Daily Lives
In practice, this change is already being felt in the school routine, as in Nacka, in the Stockholm region, where students report the frequent return of workbooks, textbooks, and printed texts, gradually replacing digital platforms in various subjects.
An 18-year-old student described the new routine by stating: “Now, I usually come to school with new books and papers,” highlighting the transition to more traditional methods within the classrooms.
What OECD Data Says About Screens
Although Pisa has served as a political trigger, the OECD itself recommends caution when interpreting the data, highlighting that moderate use of technology is not, by itself, harmful to learning, as long as it is integrated in a consistent pedagogical manner.
Still, the problem arises when digital devices begin to compete for students’ attention, as studies indicate that distraction in the classroom is associated with lower performance, especially in subjects like mathematics.
Moreover, another relevant data point indicates that 39% of Swedish schools did not have properly trained mathematics teachers to integrate technology into teaching, which compromises the efficient use of these tools in the educational environment.
Investments in Books and School Libraries
To support the change, the government significantly increased investments in textbooks between 2023 and 2025, while also promoting adjustments in legislation to ensure broader access to physical materials within schools.
At the same time, there was a reinforcement of the structure of school libraries, with the proposal to ensure the presence of specialized professionals, based on the premise that frequent contact with reading can rebuild habits that have been weakening among students.
Restriction on Cell Phone Use in Schools
Another relevant axis involves the school environment, as the government announced its intention to make schools free of cell phones, planning to collect the devices during the school year in mandatory education.
If implemented as planned, the measure is expected to come into effect before the fall of 2026, reinforcing the strategy to reduce distractions and promote greater focus on in-person pedagogical activities.
Pressure from the Technology Sector and Job Market
Meanwhile, the educational technology sector and part of the academic community reacted with criticism, arguing that reducing screen use could compromise students’ preparation for an increasingly digital job market.
According to widely cited estimates, about 90% of jobs require some level of digital skill, which reinforces the concern that an overly analog approach could limit future opportunities.
This debate becomes even more relevant in the Swedish case, considered one of the main innovation hubs in Europe, with a strong presence of startups and significant investments in the technology sector.
Artificial Intelligence and Risk of Inequality
With the advancement of artificial intelligence, the discussion has intensified, especially since the country’s strategy provides for teaching about AI only in the more advanced grades, leaving open the ideal time to introduce this content.
Critics warn that this decision could widen inequalities, as students from families with greater access to resources tend to learn about technology outside of school, creating differences in the mastery of these tools.
Debate Remains Divided in Schools and Government
Within the educational system itself, opinions remain divided, as some students report losing focus with constant internet use, while others argue that digital education continues to be essential for contemporary training.
In the political arena, authorities maintain that mastery of basic skills should precede intensive technology use, while critics argue that the balance between solid literacy and digital preparation is still open in the model adopted by the country.
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