A significant shift is underway in Sweden’s education system, signalling a rethink by one of Europe’s most technologically advanced nations about the role of screens in classrooms. After years of promoting digital-first learning, the Swedish government is now investing heavily in printed textbooks, handwriting, and structured reading time, following growing evidence that early and excessive screen use may be undermining foundational literacy skills.
The policy reversal represents a substantial financial and ideological commitment. More than €100 million has been earmarked to reduce screen-based learning in early education, marking a clear departure from reforms that once positioned Sweden as a global leader in educational digitalisation. Tablets in preschools, online assessments in primary schools, and screen-heavy instruction are now being reassessed in favour of analogue teaching methods.
From digital enthusiasm to growing concern
Over the past decade, Sweden embraced technology in education with unusual confidence. Digital devices were introduced at all levels, including in preschools, with the aim of modernising learning and improving access to educational resources. However, officials now acknowledge that the rapid rollout was not sufficiently grounded in long-term evidence, particularly for younger children.
Recent research and classroom experience have prompted concern that heavy screen exposure is linked to reduced concentration, weaker reading comprehension, and poorer retention. Teachers have also reported difficulties in developing handwriting skills and sustaining student attention, especially in the early grades.
In response, the Ministry of Education has launched a nationwide strategy to restore textbook-based learning. By 2026, every student is expected to have at least one printed textbook per subject. The broader initiative includes mandatory use of printed materials, limits on digital testing, and tighter restrictions on mobile phone use during the school day.
Falling literacy scores as a warning sign
The policy shift was accelerated by evidence of declining literacy outcomes. Results from the 2021 Progress in International Reading Literacy Study (PIRLS) showed that Swedish fourth-grade students recorded a drop in average reading scores, falling from 555 in 2016 to 544 in 2021. While Sweden remained among the top-performing countries globally, the downward trend alarmed policymakers.
Officials point to early and widespread screen use as a contributing factor. In many classrooms, tablets had replaced traditional books, often at the expense of sustained reading practice. This prompted renewed focus on the basics: reading fluency, handwriting, and subject mastery.
To support this transition, the government has allocated SEK 2.6 billion (approximately €230 million) over four years to purchase textbooks, teacher guides, and a wide range of fiction and non-fiction for school libraries.
Scientific and international backing
Academic research has played a central role in shaping the new direction. In a formal position paper, researchers from the Karolinska Institute warned that digital tools could negatively affect attention, comprehension, and social development in young children. They argued for a stronger emphasis on printed materials and teacher-led instruction, particularly in early education.
These concerns echo international guidance. UNESCO’s 2023 Global Education Monitoring Report urged governments to adopt educational technology cautiously and only when it demonstrably enhances learning. The report cautioned against allowing digital tools to replace meaningful teacher interaction or weaken academic rigour.
Following criticism from neuroscientists and paediatricians, Sweden has also withdrawn a proposed national digitalisation strategy for schools. In a detailed policy outline published in early 2024, the Ministry of Education confirmed its decision to refocus early schooling on reading, writing, and arithmetic.
Preschools, phones, and teacher training
The reforms extend into preschools, where screen use is now sharply limited. Updated curriculum guidelines specify that children under two should use only analogue materials, such as physical books and tactile learning tools. For older preschool children, digital tools may be introduced sparingly and only when clearly aligned with learning goals.
A national mobile phone policy is also being prepared. From 2026, compulsory schools will collect students’ phones at the start of each day, supported by a SEK 95 million implementation budget. The objective is to minimise distractions and improve classroom focus.
Teacher education is being revised in parallel. New training standards will prioritise phonics-based reading instruction, handwriting practice, and effective use of printed textbooks. Future teachers will also be trained to critically evaluate both digital and non-digital learning materials.
A broader reassessment of quality
Taken together, these measures reflect a comprehensive reassessment of instructional quality rather than a rejection of technology outright. Digital tools are not being banned, but repositioned as supplements rather than substitutes for core teaching practices.
International attention has followed closely. Media coverage, including analysis in The Guardian, notes that many Swedish teachers have welcomed the return to print, having long voiced concerns about digital distractions and declining engagement.
Sweden’s reversal underscores a wider global debate: in the push to modernise education, how much technology is too much—especially for young learners. By committing substantial public funds to correct its course, Sweden is sending a clear signal that innovation in education must ultimately be measured by learning outcomes, not technological ambition alone.
