Forget AI, let’s get kids to read more and think critically

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Many governments and institutions are pushing to embrace artificial intelligence (AI) in the classroom as a central feature of teaching. In a recent address, Mohammed Rashid Al Maktoum emphasised that the goal is “to teach our children a deep understanding of AI from a technical perspective, while also fostering their awareness of the ethics of this new technology—enhancing their understanding of its data, algorithms, applications, risks, and its connection to society and life.”

This is, by all accounts, the right approach. AI is here to stay and is already redefining many aspects of society. Nations that actively and creatively embrace it will likely become more efficient and achieve greater prosperity for their citizens. Indeed, the world has benefited enormously from technological innovation.

That said, as with any transformative technology, there are important considerations that policymakers, institutions, and organizations must address. First, AI has significant downsides. Most notably, it consumes vast amounts of energy, posing serious environmental and societal challenges. The electricity required for AI-driven data processing is extraordinarily high—comparable, in some cases, only to activities such as cryptocurrency mining. These challenges, however, can be mitigated through sound policies that prioritise renewable and sustainable energy sources.

A more complex challenge lies in the potential erosion of our cognitive abilities. In his recent book, The New Dark Ages, journalist James Marriott argues that increased screen time is significantly undermining sustained reading and deep engagement with texts. The data he presents highlights a marked decline in reading rates among children and young people, with serious implications for broader societal engagement and civic responsibility.

This raises an unsettling question: are we heading towards a world in which people read less while AI increasingly “thinks” on their behalf? Emerging research suggests that Generation Z—often described as digital natives—may be the first generation to exhibit lower levels of cognitive performance than their parents. Historically, human development has been characterised by continuous cognitive progress and adaptation. Today, however, there is a real concern that this trajectory may be reversing.

Recent studies point to excessive screen time and pervasive digital device use—particularly in educational and social contexts—as key contributing factors. The widespread integration of AI into everyday activities may exacerbate this trend. After all, the brain functions much like a muscle: without regular and sustained exercise, its capacity to support higher-order thinking diminishes.

Further evidence comes from a meta-study by Jessica Bone, Feifei Bu, Jill Sonke, and Daisy Fancourt, which examines the decline of reading in the United States over the past two decades. Their findings indicate not only a sharp reduction in reading for pleasure, but also widening disparities across racial groups, educational levels, and income brackets. In simple terms, those who read less are likely to become increasingly disadvantaged over time.

Similarly, Safwan Hungund of the Ramrao Adik Institute of Technology has described this phenomenon as a “literacy crisis” with far-reaching implications for educational policy, economic productivity, cognitive development, and social mobility. He calls for a coordinated, multi-sector response to address the issue.

This trend can be reversed—but doing so will require concerted action from both families and society at large. The integration of AI into education must be designed to encourage deeper engagement with problem-solving, rather than positioning AI as a substitute for thinking. Just as calculators enable more advanced mathematical reasoning, AI should be embedded within a broader pedagogical framework that strengthens, rather than diminishes, cognitive skills.

Ultimately, this means reaffirming the central role of reading. Students must be encouraged to read more, not less, so they can build the knowledge, context, and critical capacity needed to interpret and navigate an increasingly complex world.

The author is a jounalism professor and Dean of the College of Communication at University of Sharjah in United Arab Emirates. He is author of several books and articles about science communication.

-Khmer Timres-