“Functionally illiterate individuals can read and write; they attend regular education,” says organisational scientist Hille Bruns. “But they can no longer manage, for example, to read a newspaper or understand a user manual. So it’s not illiteracy in the traditional sense, but rather a matter of young people lacking the skills to extract information from longer or more complex texts.”
Connection
Although a direct causal relationship has not been proven, the trend seems to align with the introduction of the smartphone in 2007. “There is definitely a connection,” says Bruns. “You can’t say it’s because of the iPhone, but perhaps young people have simply been reading fewer books since then.” And it’s not just in the Netherlands, but in all countries where literacy research has been conducted. “Especially in places where smartphones are extremely popular.”
Writing ability
Bruns has noticed the issue in her own lecture halls. “I teach a module that runs throughout the entire first year, so I really get to know the students. I see that they spend a great deal of time on their phones. Writing is very difficult for them. And yet writing skills are at the heart of academic education. That’s why I thought: I want to research this. After all, writing ability can be measured.”
Data collection
Together with Professor of Sustainable Organising Christine Moser and Professor of Reading Behaviour Roel van Steensel, Bruns is currently setting up a study in which eight student groups will complete assignments in various formats: on paper, digitally, or with AI support. Two groups will serve as control groups. A PhD candidate will begin preparing the research in 2026, with data collection starting in 2027 among a cohort of approximately 150 students. The language proficiency test taken by students at the beginning of their studies will serve as the baseline measurement.
Offer recommendations
The researchers aim not only to measure whether technology has an impact, but especially how. Bruns: “I don’t believe in simplistic conclusions like: ‘this works, that doesn’t’. Perhaps students perform better in argumentation but worse in grammar. I hope we can identify such profiles and, based on the research findings, offer recommendations on how lessons should be delivered in order to achieve specific goals.”