12/05/2025

Teaching reading comprehension in the digital era

As literacy scores in Europe decline and digital technologies advance, experts call for urgent, evidence-based change in literacy education.

In the wake of declining reading scores across Europe, as highlighted in the PISA 2022 report, educators and policymakers are urgently re-evaluating how reading is taught in a rapidly evolving digital world. Despite strong political and societal willingness to reverse this trend, the path to improving literacy is becoming increasingly complex. 

A new reading reality 

Since the COVID-19 pandemic, digital learning has surged across the globe, reshaping how students engage with text. Children today read more often on screens than on paper, navigating a sea of hyperlinks, pop-ups, and often unreliable information. This phenomenon, dubbed the "infodemic" by the World Health Organisation, poses a major challenge - particularly for younger, less experienced readers who may struggle to differentiate credible sources from misinformation. 

Alongside the infodemic, the rapid rise of generative AI tools such as ChatGPT add to the complexity of the issue of teaching digital literacy. While these technologies hold immense potential, their long-term impact on students' reading comprehension is unknown.  

In response to this shifting landscape, the European Commission recently commissioned a group of international literacy experts to produce a comprehensive report, ‘Effective practices for literacy teaching'.  

This report responds to the PISA 2022 results and highlights the importance of teaching comprehension, digital literacy, and addressing the diverse needs of learners. It does this by reviewing over 600 recent European and international studies on effective, evidence-based literacy teaching practices and policies. The report is primarily aimed at policymakers and offers 20 research-informed recommendations.  

Evidence from around the world 

Complementing the European Commission's report is a new open-access book published by the International Association for the Evaluation of Educational Achievement (IEA), Teaching Reading Comprehension in a Digital World. The book provides an overview of current research and scientific insights on digital reading comprehension from the Progress in International Reading Literacy Study (PIRLS), highlights digital reading in the current media landscape, and provides teachers with evidence-based digital reading principles and suggestions to integrate digital reading into their curriculum.
 
Educators can read about teaching practices from schools in three PIRLS-participating countries; Singapore, Italy and Ireland – each case study highlights an example of a lesson that includes digital reading.
 

Beyond student-focused strategies, teacher training is another critical pillar. The European Schoolnet's recent report, Professional Development for Teachers in the Age of AI, underscores the importance of equipping educators with the tools and confidence to integrate new technologies into literacy instruction.  

The report explores why cultivating diverse competencies, embracing AI-supported strategies, and fostering collaborative learning environments are important. It then offers practical examples from practitioners of educators across Europe in which teacher trainers are supported in navigating the ever-changing landscape of AI integration in education. 

While education plays an essential role in developing young people's literacy skills, evidence shows that actions need to be taken before a child begins their school career. A study conducted in Denmark found that pupils' language levels before schooling significantly predicted their comprehension abilities by the end of secondary schooling. It also offered recommendations for parents during those early years. 

Towards a smarter reading future 

The current challenges in reading comprehension—magnified by the rapidly evolving digital landscape and declining test scores—demand thoughtful and coordinated action.  

With existing and continuous evidence-based guidance, schools, caregivers and policymakers can make steps in the right direction. 

Ultimately, the goal is not simply to help students read more, but better: to think critically, to engage deeply with content, and to thrive as literate citizens in a digital world. 

Further reading

IEA publication: Supporting reading comprehension in a digital world

Supporting reading comprehension in a digital world

Marian Bruggink • Nicole Swart Annelies van der Lee • Eliane Segers Teaching Reading Comprehension in a Digital World Evidence-Based Contributions Using PIRLS and Digital Texts

NESET publication: Effective practices for literacy teaching

Effective pracices for literacy teaching

Harrison, C., Brooks, G., Pearson, P.D., Sulkunen, S., Valtin, R. (2025). ‘Effective practices for literacy teaching' EENEE-NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/485436.

EUN publication - Training teachers for tomorrow: Professional development in the age of AI

Training teachers for tomorrow: Professional development in the age of AI

Cukurova, M., Kralj, L., Hertz, B. & Saltidou, E. (2024). Professional Development for Teachers in the Age of AI. European Schoolnet. Brussels, Belgium.

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