Heavy screen use may be dulling Gen Z learning skills — new research warns

• Researchers say Gen Z students are struggling with attention, reading, and problem-solving.
• The study links the trend to excessive screen exposure and to digital-first classrooms.
• Experts urge governments to rethink how technology is used in education

Young people born between the late 1990s and early 2010s, commonly known as Generation Z, may be experiencing a decline in core learning skills compared with previous generations, according to new findings presented by neuroscientist and education researcher Jared Cooney Horvath.

Speaking before a U.S. Senate committee earlier this year, Horvath said large-scale data across multiple countries suggests today’s teenagers are showing weaker performance in reading comprehension, numeracy, and sustained attention, trends he links to heavy dependence on digital devices.

What the research found

Horvath said many students now spend a significant portion of their waking hours on screens, often consuming short-form, fast-paced content rather than engaging in deep study or extended face-to-face learning.

The result, he argued, is a generation that processes information quickly but superficially, skimming instead of reflecting, memorizing less, and struggling with complex problem-solving tasks.

He also noted that academic performance declines have been observed in dozens of countries after schools adopted digital tools extensively, suggesting the trend is not limited to one region or education system.

Why experts are concerned about the Gen Z

Researchers say the human brain is wired to learn best through sustained interaction, conversation, and focused practice, conditions that constant screen switching often undermines.

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Horvath warned that education systems may be reshaping learning around technology instead of designing technology to support how students naturally learn.

He called on policymakers and educators to rethink classroom tech policies, especially for younger learners, and to create learning environments that prioritise attention, depth of reading, and human interaction, particularly for the rising Generation Alpha.

While technology remains a powerful tool, the study argues that unregulated use may be weakening, rather than strengthening, long-term cognitive development.