Global learning outcomes have stagnated or declined in many countries, with a notable drop in reading scores for 15-year-olds, according to a recent assessment by the Organization for Economic Co-operation and Development (OECD). The findings suggest a reversal of the long-term trend of rising IQ scores, often referred to as the Flynn effect.
The OECD report indicates that average reading scores among 15-year-olds have fallen by nearly 30 points over the last decade, a decline equivalent to approximately one year of schooling. This trend is observed in many countries and aligns with other data points reflecting the widespread impact of technology. The assessment notes that students performed less well when digital tools were used excessively or for leisure during school hours.
The rise of artificial intelligence (AI), social media, and ubiquitous smartphones is cited as a potential factor contributing to this decline. The share of students identified as "hasty readers," who skim content and make errors, has also increased sharply, a tendency associated with the constant consumption of information from digital platforms.
While some nations, such as England, have shown more resilience, possibly due to a less receptive stance towards certain instructional fads, the United States ranked in the middle of the pack. U.S. reading scores are reportedly near a quarter-century low.
Experts suggest that the pervasive nature of digital technology presents a significant challenge to educational environments. Frederick Hess of the American Enterprise Institute highlighted data indicating that children aged 8-12 spend over five hours daily on screens, with teenagers aged 13-18 exceeding eight and a half hours. This extensive screen time may be diminishing attention spans.
Education writer Daisy Christodoulou draws a parallel to the impact of easily accessible calories on obesity, suggesting that AI could similarly reduce the perceived need for cognitive effort. She posits that AI might become a counterpoint to historical technological advancements like the printing press, which fostered literacy and thought. Christodoulou proposes that educational institutions may need to evolve into "gymnasia for the mind," places where essential skills, no longer directly required by daily life, can be practiced and maintained, with reading being a primary focus.