A surge of recent research and media reports has illuminated a worrisome trend: even as more young people enroll in university, many are struggling with basic reading and comprehension skills expected at the college level. The debate has intensified following the publication of several national surveys and firsthand accounts from professors across the United States, which paint a picture of declining literacy among today’s college students. This issue resonates far beyond American borders, carrying important implications for Thai higher education and the nation’s long-term competitiveness.
The question of whether university students are equipped for complex academic reading is hardly unique to the U.S. In recent months, studies and publicly circulated articles have voiced concerns that large numbers of undergraduate students arrive on campus without the comprehension skills necessary to fully engage with texts, conduct nuanced analysis, or communicate their ideas effectively in writing (Forbes, The Atlantic). According to reports from educators, these deficits have become increasingly apparent since the disruptions brought by the COVID-19 pandemic, but they build upon decades-long trends in basic literacy (YourTango).
At its core, this issue matters because strong reading skills are a linchpin of both academic and career success. Without the ability to comprehend, analyze, and synthesize complex information, students are not only at a disadvantage within the classroom but can also struggle to thrive in the workplace and make well-informed decisions as citizens. For Thailand, where growing emphasis is placed on knowledge-based industries and regional economic leadership, ensuring robust literacy at all levels is central to achieving long-term competitiveness.
One of the most striking findings comes from a 2024 survey conducted by the American Council of Trustees and Alumni (ACTA), which revealed that many university students score poorly on even basic reading and civics literacy assessments (Forbes). The Atlantic echoed this concern in a November 2024 feature, asking, “The Elite College Students Who Can’t Read Books,” and citing professors from top U.S. institutions who described incoming cohorts unable to process assigned readings or articulate key arguments in well-structured essays (The Atlantic).
These qualitative accounts are reinforced by hard data. Estimates from the National Literacy Institute in the U.S. suggest that as of 2024, about 40% of students nationally cannot read at a basic proficiency level, while nearly 70% of students from low-income backgrounds struggle with foundational literacy (National Literacy Institute). Reading for pleasure—a predictor of sustained literacy—has also declined, according to federal arts agency data, with just 48% of adults reporting having read a single book in the past year, down from nearly 55% a decade ago (NEA).
Professors and reading experts point to several compounding causes. For one, the shift to digital platforms and the prevalence of social media and short-form communication have eroded the habit of sustained, focused reading (Wikipedia). Further, educational researchers have faulted teacher training programs for not always employing evidence-based methods for teaching reading, particularly in the crucial early years. “[Many teacher preparation courses don’t adequately cover research-backed reading instruction, leaving new teachers unequipped to help students develop core skills],” according to a February 2024 report from National Public Radio (NPR).
The problem persists and even magnifies at the tertiary level, as explained by a leading American education professor interviewed in The Atlantic’s report: “Too many students manage to reach college without learning how to read deeply or critically. By the time they arrive on campus, they prefer to scan for answers or summarize rather than grapple with nuance.” The implications are especially troubling in fields such as law, medicine, and the humanities, where reading comprehension underpins the curriculum and professional standards.
From a Thai perspective, these developments serve as a cautionary tale. As Thailand seeks to elevate its university system and foster a culture of innovation, policymakers and educators will need to work proactively to ensure basic literacy skills are not neglected. Recent trends in Thai education echo global challenges: national and international assessments have pointed to skill gaps among secondary and tertiary students, particularly in reading comprehension, scientific literacy, and problem-solving (OECD PISA results). Worryingly, Thailand’s average reading score in the most recent PISA round remained below the OECD average, with socioeconomic inequities contributing to the divide.
Culturally, rote learning and a strong focus on test-based metrics have often crowded out opportunities for open-ended discussion or critical engagement with texts. While these methods may prepare students for multiple-choice assessments, they do not encourage the deep, analytical reading needed for university success—a challenge that has been widely discussed in Thai educational circles (Bangkok Post).
Reshaping this landscape requires sustained, systemic interventions. International experts recommend that teacher training programs integrate the science of reading—not just at the primary level, but through secondary and post-secondary teacher development. Building a culture of reading for pleasure, fostering strong home-school partnerships, and leveraging technology for individualized comprehension practice can all play a role, as demonstrated by experimental tools currently being piloted in the U.S. (Hechinger Report).
Thai educators can also learn from efforts in the U.S. to employ artificial intelligence as a tool for literacy support. Recent pilot programs in California have used AI-based tutors to help students generate keywords and visualize complex concepts, with promising results reported for both comprehension and engagement (Government Technology). Thai universities might consider adopting similar digital solutions—especially given the country’s high smartphone penetration and youth interest in technology.
Looking ahead, there is unlikely to be a single “magic bullet” for closing the reading gap. However, ongoing research and expert consensus suggest that multi-pronged efforts—combining improved teacher preparation, better assessment, parental involvement, and creative use of edtech—are most likely to drive impact. Urging policymakers to prioritize literacy funding and research is a timely and practical step.
For Thai families and students, creating a home environment that values reading and discussion of ideas remains a powerful influence. Even with the best schools and teachers, children who see adults reading and discussing books or news stories are more likely to build strong literacy habits. For university students, making time to read quality longer-form texts—in Thai and English—not only aids academic performance but cultivates skills essential for the modern knowledge economy.
Ultimately, as the global economy places ever-greater demands on knowledge, creativity, and critical thinking, strong reading skills will remain fundamental. Thai readers seeking to understand or address these trends should begin by asking how they and their communities foster daily reading and critical engagement with texts. The path to closing the literacy gap in higher education runs through every classroom, library, and living room in the country.