19th April 2026
Sweden provides the most striking example of a policy shift. Over the past decade, Swedish schools embraced digital learning enthusiastically, introducing tablets and laptops widely while reducing reliance on printed textbooks.
However, this transition has not produced the improvements many had hoped for.
Concerns have grown about declining reading comprehension and reduced attention spans among students. In response, the Swedish government is now reversing course—investing heavily in printed textbooks, encouraging handwriting, and limiting screen use, particularly for younger children. This is not a rejection of technology altogether, but rather a recognition that its benefits may have been overstated when used excessively.
The UK, by contrast, sits somewhere in the middle of this debate. Most schools already use a blended approach, combining traditional books with digital tools. Online platforms are commonly used for homework, communication, and research, while physical textbooks remain part of everyday learning. However, the Swedish experience has prompted fresh discussion in the UK about whether screen time in schools has quietly expanded without sufficient evidence of its educational value.
While there is no major policy reversal underway, there is a growing awareness that balance matters—and that reading on paper may still play a crucial role in developing concentration, comprehension, and critical thinking.
South Korea offers a particularly interesting comparison because it has pursued one of the most technologically advanced education systems in the world. The government has invested heavily in digital infrastructure, including online platforms, tablets, and even AI-powered textbooks designed to personalise learning. Yet, unlike Sweden’s earlier approach, South Korea has not abandoned traditional methods.
Books, teacher-led instruction, and structured study habits remain central to the system. Even so, recent efforts to expand digital and AI tools have faced resistance from parents and teachers, raising familiar concerns about over-reliance on technology and its impact on learning quality.
As a result, South Korea too appears to be adjusting its approach, reinforcing the idea that technology works best as a supplement rather than a replacement.
Across these different national contexts, a common theme is emerging. The early assumption that more technology would automatically improve education is being questioned. Screens can offer clear advantages with access to information, interactive learning, and flexibility but they may also encourage distraction and shallow engagement. By contrast, reading from printed books and writing by hand are increasingly recognised as supporting deeper understanding and longer attention spans.
This raises a further, practical question: can countries afford to return to books and invest in libraries? On one level, printed materials are relatively inexpensive and durable compared to constantly updated digital devices and software.
On another, education budgets are already under pressure, and many systems have invested heavily in digital infrastructure. In the UK, for example, public libraries and school library services have faced cuts in recent years, making any large-scale shift back to books a matter not just of educational philosophy but of political and financial priority.
Ultimately, the debate is not about choosing between books and technology, but about how best to combine them. Sweden’s experience shows the risks of moving too far in one direction, while South Korea demonstrates the potential of a more balanced model.
The UK, like many countries, is still finding its way. What seems increasingly clear is that the future of education will not be fully digital nor entirely traditional, but a thoughtful blend of both—one that recognises the enduring value of books alongside the possibilities of technology.
The BBC Radio 4 programme lasting 30 Minutes can be heard at
https://www.bbc.co.uk/sounds/play/w3ct99zf
Available for over a year
Sweden, once a global poster child for digital education, is changing course. The Nordic nation previously championed a screen-first approach; laptops and tablets have been the norm in classrooms since the 2010s. Now, the country is pivoting back to basics, reintroducing physical textbooks, limiting screen time, and investing heavily in school libraries.
Stockholm-based reporter Maddy Savage explores why one of the world’s most tech-savvy countries is embracing analogue learning once again. Driving the shift are falling international test scores and growing anxiety over the potential impact of heavy screen use on pupils' concentration, and how children process information.
While the move broadly has political support and backing from the OECD, it has sparked a debate over future-proofing the next generation. In an era of rapid AI integration, critics worry that reducing classroom technology could dent digital literacy and widen the inequality gap. The concern is that children with parents who lack the digital skills to support them will be left behind.
We hear from the teachers, parents, pupils and researchers at the heart of this transition.