Balancing tech and tradition in education

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Living in Sweden for higher studies from 2005 to 2012, I witnessed firsthand the rapid transformation in digital adoption. When we arrived, many (including senior faculty members at Chalmers University of Technology) were still adapting to basic digital tools like email. Within a few years, however, the landscape had changed dramatically. Digitalisation took hold in education, workplaces and everyday life, marking Sweden as a leader in technological integration. It was in this climate of enthusiasm for digital tools that Sweden made a bold decision in 2009: to replace traditional textbooks with screens. The vision was compelling - leveraging technology to create a dynamic and accessible education system. But 15 years later, the Swedish government is reversing course, investing €104 million to bring printed textbooks back into schools. Why? The answer lies in the unexpected consequences of an overly digital approach to education.

Initially, the transition to digital education was met with excitement. The assumption was that students - already immersed in a tech-driven world - would thrive in an interactive learning environment. Digital materials promised flexibility, real-time updates and multimedia engagement, all of which were seen as superior to static textbooks. However, as years passed, cracks began to emerge in this optimistic vision. Research and classroom observations revealed that digital learning was not delivering the expected benefits. Instead of boosting comprehension and engagement, screens introduced a set of challenges that negatively impacted students' learning experiences: Studies indicate that reading on paper promotes better retention and deeper understanding than reading on screens. Digital reading often leads to skimming rather than careful engagement with the material. Instead of focusing on lessons, students found it too easy to switch tabs, browse social media or play games. The presence of a digital device in the classroom became a double-edged sword. Teachers and parents observed a decline in students' basic reading, writing and analytical abilities. Educators noted that students were engaging less in face-to-face communication, affecting their ability to develop essential social and collaborative skills. These unintended consequences led Sweden to reconsider its digital-first approach. While technology remains a powerful tool, the government concluded that an overreliance on screens was undermining core aspects of education.

Between 2022 and 2025, Sweden aims to ensure that every student has access to printed textbooks, seeking a balanced approach where traditional learning methods coexist with technology. To achieve this, a significant investment has been made to reintroduce printed textbooks across subjects, launch awareness campaigns for a smooth transition and redefine digital tools as supplements rather than replacements.

Sweden's reversal has ignited a global debate on the role of technology in education. Sweden's experience serves as a cautionary tale, highlighting the need for a balanced approach. The key question remains: Are other countries moving too fast in digitising education? Should they reconsider their policies to avoid similar pitfalls? While technology remains vital in modern education, its integration must be thoughtful, enhancing rather than replacing foundational learning practices. Sweden's decision signals a critical shift. Ultimately, education should prioritise effective learning over merely keeping pace with technological advancements.

Pakistan, too, faces a similar dilemma. While digital learning initiatives are gradually being introduced, the country grapples with deep-rooted challenges, including infrastructure limitations, lack of access to digital devices and disparities in educational quality. Many rural areas still rely on traditional methods, and the transition to digital learning has been uneven. While technology can bridge gaps in access, an overemphasis on digital education without foundational literacy support may lead to similar pitfalls as seen in Sweden. Pakistan must adopt a balanced, context-driven approach to integrating digital tools in education while ensuring that fundamental learning skills are not compromised.