Reading is an essential skill that fosters intellectual development, critical thinking, and lifelong learning. However, in recent years, the reading culture in Nigerian schools has experienced a significant decline. Unlike past generations, where reading was a cherished activity, many students today show little interest in books beyond what is required for their academic pursuits. This shift has far-reaching implications for education, literacy, and national development.
One of the most pressing factors contributing to the decline of reading culture is the rapid advancement in digital technology. While technology has revolutionised education and made learning more accessible, it has also diverted students’ attention from books to social media, video streaming platforms, and instant messaging applications. With the advent of smartphones, social media, and other digital entertainment platforms, reading books has taken a backseat. Many students spend hours scrolling through social media, watching videos, or playing games, leaving little time for reading. The accessibility of digital entertainment has created an environment where students prefer audiovisual content over engaging with written texts. This shift in preference has weakened reading habits and diminished students’ ability to process complex information critically.
Parental influence and home environment also play a significant role in fostering or discouraging reading culture among students. In many households, there is a lack of emphasis on reading beyond school assignments. Parents who do not model reading habits or provide an environment rich in books inadvertently contribute to their children’s lack of interest in reading. Socioeconomic factors further compound this challenge, as many families struggle to afford books, making reading materials less accessible to students outside the school setting.
Many students do not develop the habit of reading outside their academic materials. This is partly because they associate reading with examinations rather than pleasure or knowledge acquisition. Additionally, students often lack role models who exhibit a passion for reading, making it difficult for them to cultivate a genuine interest in books. The traditional rote-learning approach in many Nigerian schools does not encourage a love for reading. Students are often required to memorise facts and regurgitate them in exams rather than engage in critical thinking and analytical reading. The lack of creative and interactive reading sessions in classrooms discourages students from seeing reading as an enjoyable activity.
The state of public libraries and school libraries in Nigeria further exacerbates the problem. Many schools either lack functional libraries or have inadequate resources to support a strong reading culture. Libraries, which should serve as centres of learning and exploration, are often underfunded and poorly maintained. Where libraries exist, they are frequently stocked with outdated materials that fail to capture the interest of young readers. Without an engaging and resourceful library environment, students have little incentive to cultivate regular reading habits.
The influence of popular culture and societal attitudes towards education also play a crucial role. In contemporary Nigeria, there is an increasing emphasis on material success over intellectual development. Many students perceive reading as an unproductive activity that does not yield immediate financial rewards. The rise of social media influencers and entertainment-driven professions has shifted aspirations towards quick success, leading to a diminishing regard for intellectual pursuits. This cultural shift discourages young people from appreciating the long-term benefits of reading and intellectual enrichment.
To reduce the decline of reading culture in Nigerian schools, a multi-faceted approach is necessary. One of the most effective strategies is integrating technology into reading promotion efforts. While digital distractions have contributed to the decline in reading, technology can also be leveraged to reignite interest in books. The use of e-books, audiobooks, and digital reading platforms can make literature more accessible and appealing to students who are already inclined towards digital media. Schools can incorporate interactive reading applications and online discussion forums to create an engaging reading experience that aligns with students’ technological preferences.
Rather than focusing solely on examination performance, the educational system should emphasise active reading and research-based learning. Schools should introduce structured reading programs that encourage students to read beyond their textbooks. Teachers should be trained to make reading sessions engaging and interactive, incorporating storytelling, book discussions, and debates to spark students’ interest in books. Schools and communities should organise reading competitions, book clubs, and literary festivals to encourage students to read more. These activities can make reading a social and enjoyable experience, motivating students to engage with books voluntarily. By promoting discussions, book reviews, and literary competitions, schools can foster a culture where reading is seen as an enjoyable and intellectually rewarding activity.
Parental involvement remains a key determinant in shaping students’ reading habits. Parents must be encouraged to create a reading-friendly environment at home by introducing their children to books from an early age. Establishing family reading time, engaging in discussions about books, and providing access to diverse reading materials can significantly enhance children’s interest in reading. Schools and government agencies can also collaborate to provide book donation programmes for families who may struggle to afford reading materials.
Revitalising school and public libraries is another essential step in addressing this issue. Adequate funding should be allocated to refurbish libraries, update book collections, and create inviting spaces that encourage students to read. School administrators should prioritise library visits as part of the learning experience, ensuring that students develop a habit of frequenting libraries for both academic and recreational reading. Community reading clubs can also be established to encourage peer-to-peer engagement with books, making reading a collective and enjoyable activity.
Shifting societal perceptions towards reading and intellectual development is crucial for sustaining long-term change. Media campaigns promoting the importance of reading, storytelling festivals, and collaborations with influential personalities who advocate for literacy can help re-establish reading as a valued activity. By highlighting successful individuals who attribute their achievements to a strong reading habit, young people can be inspired to view reading as a pathway to personal and professional growth.
In conclusion, the decline of reading culture in Nigerian schools is a multifaceted issue influenced by digital distractions, examination-driven learning, inadequate library facilities, and shifting societal values. However, with targeted interventions that leverage technology, curriculum reforms, parental involvement, and improved library systems, this downward trend can be reversed. Restoring a culture of reading is not just essential for academic success but is also fundamental to fostering critical thinking, creativity, and intellectual development in the next generation of Nigerian students.
