As reading declines, what happens to deep thinking?

Over the last 10 years, Bangladesh has made significant progress by providing education to all. The national literacy stands at 74.7%, and youth literacy exceeds 90%, according to the 2022 Population and Housing Census.

Mobile internet subscriptions have surpassed 130 million, meaning that digital connectivity has spread far and wide in both urban and rural regions. Enrolment in secondary and tertiary education continues to grow. Yet, intellectual depth struggles to align with the access and attainment rate. 

The more important question is not simply how many citizens can read, but how many read deeply, consistently, and with deliberation.

A gap in reading habits

Comparative data reveal a gap worth noting. Surveys on international reading show that the average Bangladeshi spends about 60 hours per year reading books, which is equivalent to a few minutes per day. In India, annual reading time exceeds 300 hours. 

In the US and the UK, the figure stands at over 340 hours. Meanwhile, many East Asian countries, which have strong school- and family-based reading habits, record 120 to 150 hours of reading.

Performance reflects the differences in habits. In PISA (Programme for International Student Assessment) 2022, a global test of reading, mathematics, and science skills among 15-year-olds, Singapore ranked first in reading. Japan and South Korea also scored well above the Organisation for Economic Co-operation and Development (OECD) average, the benchmark for advanced economies.

Among developing countries, Vietnam has also emerged as a strong performer, achieving results comparable to those of advanced nations.

Even though Bangladesh is not a member of PISA, another global index offers perspective. According to the World Bank's Human Capital Index, a child born in Bangladesh today is expected to achieve only 46% of their potential productivity, even under full education and health conditions.

Why reading depth matters

Employers often mention the gaps in comprehension, logical reasoning, and writing structure. These deficiencies are closely tied with reading habits. Consistent reading educates the mind to think analytically, engage with complexity, and develop nuanced understanding.

A structured non-textbook reading needs to be a part of the curriculum. Students can be engaged with complete works on literature, historical accounts, science writing and modern reviews in each academic term.

Some of the underlying reasons behind the disappearing reading practice remain in the education system. There is a growing popularity of guidebooks and exams, which suggests a logical response to the design of our assessment system. 

When the high-stakes examinations reward predictable recall, students would generally opt for memorisation. Productivity starts to replace curiosity. Interpretation becomes secondary. The system gradually starts to encourage surface learning over depth. 

The digital environment and shrinking attention

While smartphones have democratised information, attention has fragmented. Autopiloted feeds, quick videos, and constant notifications encourage rapid switching over time, rather than fostering concentration.

Technology is not to blame; it is the absence of balance. Without conscious training in long-form reading, digital consumption will naturally lean towards shorter formats, leading to a decline in attention span and comprehension skills over time. 

The economic stakes

Today, the service sector in Bangladesh accounts for more than half of Bangladesh's national output. The country aims to deepen its involvement in global value chains and transition to an upper-middle-income country.

Such a transition requires a workforce that can analyse policies and interpret complex documentation. Over time, exposure to intricate texts develops these skills. An individual who is trained mostly on summaries will not cope well in a situation that requires prolonged reasoning.

What needs to change

Reversing this trend requires a deliberate policy action.

First, the assessment system must be reformed. The examination system should be able to reward analysis, interpretation, and application instead of replication.

Essay-based assessment, case analysis and problem-solving forms should carry real weight in evaluating students' understanding and critical thinking skills, rather than merely their ability to memorise information. Memorisation culture will exist as long as the culture of recall is predominant.

Second, a structured non-textbook reading needs to be a part of the curriculum. Students can be engaged with complete works on literature, historical accounts, science writing and modern reviews in each academic term. Assessment should focus on reflection and synthesis, not on repetition.

Third, libraries can be transformed from passive storage spaces to active educational hubs. Districts in upazila libraries require modern cataloguing systems, updated collections with regular arrangements of reading programmes facilitated by state and non-state organisations. 

Fourth, the teacher training programmes should equip teachers with the skills needed to facilitate discussions, conceptual thinking, and disciplined reading.

Fifth, the social norms around reading need to be evolved. A national reading movement with measurable goals could help create cultural momentum. Specific time frames for reading in schools and campaigns that promote reading habits at the family level could gradually reshape reading behaviour. 

Sixth, the digital ecosystem can be shifted to depth. Expanding production of Bangla audiobooks and developing long-form reading platforms within national e-library systems could turn mobile devices into tools for learning rather than sources of distraction.

Bangladesh has already been able to increase education access. The next step is ensuring intellectual richness. 

Without intellectual depth, ambitious economic aspirations will remain fragile. The demographic dividend will favour those who develop depth over speed. 

The strategic challenge today is not merely to produce literate citizens but to nurture thinking citizens, and that effort must begin now, not in some distant future.

Sketch: TBS

Maj Gen (Retd) Md Nazrul Islam is a former executive chairman of BEPZA, a retired major general of the Bangladesh Army, and a PhD researcher on technology, workforce transformation, and industrial competitiveness.

Disclaimer: The views and opinions expressed in this article are those of the authors and do not necessarily reflect the opinions and views of The Business Standard.