recent report by the World Bank on learning poverty has brought renewed attention to the declining reading culture in schools. The truth, however, is that this decline has not occurred suddenly. It is the result of gradual shifts in our social values and priorities over the past few decades. Once considered an essential component of intellectual growth, reading has now been reduced to a marginal activity.

Why has the habit of reading declined among students? What are the underlying causes? Who bears responsibility for this decline? Most importantly, how can the trend be reversed?

These are critical questions that demand thoughtful reflection.

If we examine students’ reading habits, it becomes evident that most of them read very little beyond prescribed textbooks. Their entire academic life revolves around examinations, marks and grades. In such a context, reading outside the curriculum becomes secondary, as the primary goal is to perform well in exams. When success is measured solely by grades, students naturally look for shortcuts. Instead of engaging deeply with textbooks, they rely on guidebooks and short notes.

However, it would be unfair to place the entire blame on students. The society they are part of shapes their priorities.

Do teachers play a role in the decline of reading? Indeed.

One of the fundamental responsibilities of teachers is to cultivate a love for reading among students. But how can teachers promote a reading culture if they themselves are not readers? In many educational institutions, teaching is confined to the syllabus and dictated by the demands of the examination system. Although reading plays a central role in the professional development of teachers, the tradition of reading among them has weakened over time. Many teachers limit themselves to textbooks, sending an implicit message to students that reading beyond the syllabus is unnecessary. This detachment from reading among teachers significantly contributes to the decline in students’ reading habits.

Publishers and booksellers also share part of the responsibility. Today, quality books are either expensive or not easily available. High prices restrict access to a small segment of society. Many publishers have confined themselves to producing textbooks because they are more profitable. While publishers respond to market demand, they must also recognise their role in shaping that demand.

Of course, the role of the state cannot be overlooked.

Educational policies often prioritise measurable targets over meaningful learning. As a result, the rigid structure of examinations and syllabi leaves little room for reading beyond prescribed texts.

There was a time when public libraries were common across the country, but many of them have gradually disappeared. The few that remain suffer from a lack of resources. When spaces for reading are not available, the habit of reading inevitably suffers. The presence of books at home also plays a crucial role. It is a common observation that students who grow up in homes with books develop stronger reading habits.

Beyond teachers, publishers, the state and parents, the society as a whole is complicit in this decline. We live in an age marked by speed and constant distraction. Digital media and artificial intelligence have transformed how we access information. While access has become easier, attention spans have shortened. Meaningful reading requires focus and immersion, both of which are increasingly rare. Social media has accustomed young people to convenience and instant gratification, making sustained reading seem labourious.

In many homes, books have been replaced by mobile phones and televisions. When children do not see books in their daily environment, they are unlikely to develop a meaningful relationship with them.

Clearly, no single group is exclusively responsible for the decline in reading. It has been the result of multiple educational, social and economic factors.

Having examined the causes, it is important to consider possible solutions. Educational institutions should allocate dedicated time for reading, allowing students to engage with books of their own choice. This does not require significant resources; it requires a shift in priorities.

Teachers can play a vital role by making reading central to their professional development. Study circles, workshops and professional learning communities can help reconnect teachers with books. When teachers themselves become readers, they serve as powerful role models for their students.

Schools can promote reading with minimal expense by creating classroom libraries, even if it is just a small shelf of books. Activities such as book discussions, reading clubs and interactions with authors can further stimulate interest in reading.

Families also have an important role to play. Encouraging reading at home does not require extensive resources. Setting aside time for reading, discussing books or reading aloud to children can have lasting effects.

Publishers and booksellers can contribute by producing affordable editions and translating works into local languages, thereby widening access. At the state level, concrete measures are needed, including the revival of public libraries, subsidies for books and the integration of reading into the education system.

Educational policies should not focus solely on examination success but also aim to cultivate critical thinking and a culture of reading.

Reviving the culture of reading requires a broader societal transformation. This responsibility cannot be assigned to any single group; it demands collective effort at the national level. In an era where information is abundant, largely due to artificial intelligence, the capacity for critical thinking and meaningful intellectual engagement is diminishing. In such a context, restoring the culture of reading is an urgent social necessity.

The writer is an educationist and author of Rethinking Education in Pakistan. He can be reached at [email protected].