Generation Z – young people born between 1997 and early 2010 – may be the first generation in more than a century to show cognitive decline relative to their parents. That’s what neuroscientist Dr. Jared Cooney Horvath claimed during a hearing before the US Senate Committee on Commerce, Science and Transportation.
According to him, data collected since the end of the 19th century show a steady trend of a gradual increase in intelligence and educational achievements with each succeeding generation. However, this trend reversed around 2010, when there was a plateau and then a decline in key skills such as concentration, memory, reading literacy, mathematical ability and logical thinking.
What has changed?
Interestingly, today’s youth spend more years in school than their parents and have access to incomparably more information. They grow up in a world where knowledge is literally a click away. And yet their results began to deteriorate.
According to Dr. Horvath, the reason is the overdependence on the so-called educational technologies – computers, tablets and online platforms that are increasingly replacing traditional teaching methods. He emphasizes that the problem is not poor implementation or not good enough applications, but the very nature of the technology.
“More than half the time a teenager is awake, they spend looking at a screen,” says Horvath. According to him, the human brain is not “programmed” to learn through short videos, fragmented sentences and quick summaries of complex ideas. Evolutionarily, we are designed to learn through deep reading, sustained concentration, and direct interaction with other people.
When scrolling replaces understanding
One of the most serious problems that experts point to is the habit of “scanning” information. Instead of reading in depth, many young people skim texts, search for key words and rely on short summaries or videos on social networks. This can create the illusion of awareness, but rarely leads to true understanding.
According to data presented in the U.S., states that have implemented the One Student One Device program in large numbers often report stagnant or declining student outcomes. Similar trends are observed in dozens of other countries. Research covering around 80 countries shows that as digital devices enter classrooms, achievement gradually declines.
Of particular concern is the fact that students who use computers five hours a day for schoolwork perform significantly worse than those who rarely rely on technology in the learning process.
Self confidence without cover?
Another interesting aspect is that some of Gen Z are not aware of these difficulties. Dr. Horvath argues that many young people are convinced of their own intelligence precisely because they have quick access to a vast amount of information. But access to information does not equal knowledge, much less wisdom.
Experts are even calling the situation a “social emergency” and are recommending serious measures, from limiting children’s smartphones to reducing digital devices in school and returning to more face-to-face learning. Some point to the Scandinavian countries as an example of countries already taking similar steps.
Is technology the enemy?
Of course, the debate remains open. Technology brings undeniable benefits and gives access to education to millions of people around the world. The question is whether the balance is out of whack and whether we’ve let the tools determine how we learn instead of the other way around.
If the scientists’ conclusions turn out to be true, society is faced with a serious challenge – how to combine the digital world with the natural mechanisms of the human brain. Because the future belongs to this generation.
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date:2026-02-11 14:30:00