{"id":80107,"date":"2026-04-22T02:19:13","date_gmt":"2026-04-22T06:19:13","guid":{"rendered":"https:\/\/world.edu\/?p=80107"},"modified":"2026-04-22T02:19:13","modified_gmt":"2026-04-22T06:19:13","slug":"small-changes-to-bring-back-deep-thinking-at-university","status":"publish","type":"post","link":"https:\/\/world.edu\/small-changes-to-bring-back-deep-thinking-at-university\/","title":{"rendered":"Small changes to bring back deep thinking at university"},"content":{"rendered":"<p><span dir=\"auto\"><img fetchpriority=\"high\" decoding=\"async\" class=\"aligncenter size-full wp-image-80108\" src=\"https:\/\/world.edu\/wp-content\/uploads\/2026\/04\/deep-thinking.jpg\" alt=\"\" width=\"680\" height=\"357\" srcset=\"https:\/\/world.edu\/wp-content\/uploads\/2026\/04\/deep-thinking.jpg 680w, https:\/\/world.edu\/wp-content\/uploads\/2026\/04\/deep-thinking-250x131.jpg 250w\" sizes=\"(max-width: 680px) 100vw, 680px\" \/><\/span><\/p>\n<p><span dir=\"auto\">\u201cStudents aren\u2019t paying attention,\u201d \u201cthey use ChatGPT for everything\u201d\u2026 these are comments and perceptions shared in university circles. But can we transform these feelings into something measurable and, above all, into useful tools for teachers?<\/span><\/p>\n<p><span dir=\"auto\">In our recent teacher training project (with 15 teachers from Engineering, Law, Psychology, Journalism, Nursing and Botany) we tried precisely that: to practice minimal but effective interventions to increase attention in digitally saturated classrooms.<\/span><\/p>\n<p><span dir=\"auto\">We worked with them on small changes to help students concentrate better and avoid constant interruptions from their devices, focusing on two key areas: reducing screen time during critical moments and redesigning artificial intelligence to activate critical thinking. The results are pending publication, but the pilot program already shows high teacher adoption and observable changes in the classroom.<\/span><\/p>\n<p><span dir=\"auto\">This is something that is also being done\u00a0<\/span><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2025.1589411\"><span dir=\"auto\">in other universities<\/span><\/a><span dir=\"auto\">\u00a0to recover a skill that is more fragile today than it seems: deep thinking.<\/span><\/p>\n<h4><strong><span dir=\"auto\">Care as a tradable resource<\/span><\/strong><\/h4>\n<p><span dir=\"auto\">The\u00a0<\/span><a href=\"https:\/\/doi.org\/10.1093\/iwc\/iwae035\"><span dir=\"auto\">attention economy <\/span><\/a>\u00a0<a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/epdf\/10.1002\/hbe2.229\"><span dir=\"auto\">\u201chijacks\u201d our mental time<\/span><\/a><span dir=\"auto\">\u00a0with constant notifications, instant rewards, and personalized content designed to hook us.<\/span><\/p>\n<p><span dir=\"auto\">Because it is\u00a0<\/span><a href=\"https:\/\/link.springer.com\/article\/10.1007\/s11423-025-10550-6\"><span dir=\"auto\">optimized to interrupt<\/span><\/a><span dir=\"auto\">\u00a0, the digital environment takes our minds in the opposite direction to our cognitive needs at university: sustained concentration, deep reading, and tolerance for effort.<\/span><\/p>\n<p><span dir=\"auto\">In a classroom with laptops\u2014or even with a\u00a0<\/span><em><span dir=\"auto\">smartphone<\/span><\/em><span dir=\"auto\">\u00a0nearby, even if not in use\u2014attention can suffer: multitasking on a computer\u00a0<\/span><a href=\"http:\/\/dx.doi.org\/10.1086\/691462\"><span dir=\"auto\">hinders learning<\/span><\/a><span dir=\"auto\">\u00a0in class, and the mere presence of a phone\u00a0<\/span><a href=\"https:\/\/doi.org\/10.1016\/j.compedu.2012.10.003\"><span dir=\"auto\">reduces available cognitive capacity<\/span><\/a><span dir=\"auto\">\u00a0. Digital distraction in education is not anecdotal, but\u00a0<\/span><a href=\"https:\/\/doi.org\/10.1007\/s11423-025-10550-6\"><span dir=\"auto\">structural<\/span><\/a><span dir=\"auto\">\u00a0.<\/span><\/p>\n<h4><strong><span dir=\"auto\">Deep and superficial focus<\/span><\/strong><\/h4>\n<p><span dir=\"auto\">In the 1970s,\u00a0<\/span><a href=\"https:\/\/doi.org\/10.1111\/j.2044-8279.1976.tb02980.x\"><span dir=\"auto\">Swedish researchers F. Marton and R. S\u00e4lj\u00f6<\/span><\/a><span dir=\"auto\">\u00a0identified two distinct ways of approaching learning:<\/span><\/p>\n<ul>\n<li><span dir=\"auto\">The in-depth approach is characterized by seeking the personal meaning of the subject matter, relating new ideas to prior knowledge, and examining the internal logic of arguments.<\/span><\/li>\n<li><span dir=\"auto\">A surface approach is activated when the student perceives the task as an external imposition and resorts to the rote memorization of isolated facts to meet minimum requirements. In the current context, a deep approach is suffering.<\/span><\/li>\n<\/ul>\n<p><span dir=\"auto\">In an environment of chronic distraction, many students stop experiencing occasional interruptions and begin to\u00a0<\/span><a href=\"https:\/\/doi.org\/10.1348\/000709901158433\"><span dir=\"auto\">reconfigure their usual way of studying<\/span><\/a><span dir=\"auto\">\u00a0: from understanding, integrating and relating, they move to &#8220;getting by&#8221;, memorizing the minimum and moving on to the next screen.<\/span><\/p>\n<h4><strong><span dir=\"auto\">Risk profiles<\/span><\/strong><\/h4>\n<p><span dir=\"auto\">It doesn&#8217;t happen to all students equally: if we only look at averages,\u00a0<\/span><a href=\"https:\/\/doi.org\/10.3390\/educsci10070173\"><span dir=\"auto\">we won&#8217;t see the at-risk profiles<\/span><\/a><span dir=\"auto\">\u00a0: those students who combine learning strategies according to the pressure of the moment and who are not always able to access the deep approach.<\/span><\/p>\n<p><span dir=\"auto\">We could say that these students are learning &#8220;in survival mode,&#8221; forced into a fast, efficient, and dangerously fragile learning process. The damage doesn&#8217;t appear &#8220;all at once&#8221; on the exam; it occurs earlier, in very concrete things like the quality of their notes and how they develop their ideas during class.<\/span><\/p>\n<h4><strong><span dir=\"auto\">Working on screen<\/span><\/strong><\/h4>\n<p><span dir=\"auto\">The superficiality here isn&#8217;t a lack of intelligence, but rather a lack of the capacity for elaboration: key ideas are lost, fewer concepts are connected, and there&#8217;s less checking for understanding. Not only is there more external distraction, but also a diminished capacity to resist it.<\/span><\/p>\n<p><span dir=\"auto\">This pattern becomes especially problematic in academic reading. Meta-analyses on reading comprehension have found, on average,\u00a0<\/span><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2025.1671214\"><span dir=\"auto\">a certain advantage<\/span><\/a><span dir=\"auto\">\u00a0of paper over screen, because the digital version makes it\u00a0<\/span><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2025.1671214\"><span dir=\"auto\">easier to become distracted<\/span><\/a><span dir=\"auto\">\u00a0(interruptions, navigation, scanning) and makes overestimating comprehension more frequent,\u00a0<\/span><a href=\"https:\/\/doi.org\/10.1016\/j.edurev.2018.09.003\"><span dir=\"auto\">resulting in a poorer assessment of what has actually been understood<\/span><\/a><span dir=\"auto\">\u00a0.<\/span><\/p>\n<h4><strong><span dir=\"auto\">Evidence-based interventions<\/span><\/strong><\/h4>\n<p><span dir=\"auto\">What can the university do about this problem? The evidence points to several complementary strategies:<\/span><\/p>\n<ol>\n<li><a href=\"https:\/\/doi.org\/10.1016\/j.econedurev.2016.12.005\"><span dir=\"auto\">Structuring the academic use of devices<\/span><\/a><span dir=\"auto\">\u00a0: defining\u00a0<\/span><a href=\"https:\/\/doi.org\/10.1080\/03634523.2015.1038727\"><span dir=\"auto\">when they add value<\/span><\/a><span dir=\"auto\">\u00a0(search, simulation, guided activity) and when they hinder (explanation, debate, reading), with clear classroom rules.<\/span><\/li>\n<li><a href=\"https:\/\/doi.org\/10.1026\/0049-8637\/a000224\"><span dir=\"auto\">Self-regulated learning<\/span><\/a><span dir=\"auto\">\u00a0training\u00a0: teaching (and practicing) how to plan study time, maintain attention, and resist distractions. It can be integrated into courses or offered as workshops, and\u00a0<\/span><a href=\"https:\/\/doi.org\/10.22235\/cp.v15i2.2394\"><span dir=\"auto\">specific university programs<\/span><\/a><span dir=\"auto\">\u00a0with trainable and assessable routines already exist.<\/span><\/li>\n<li><a href=\"https:\/\/doi.org\/10.1146\/annurev-psych-042716-051139\"><span dir=\"auto\">Mindfulness<\/span><\/a><span dir=\"auto\">\u00a0training\u00a0:\u00a0<\/span><a href=\"https:\/\/doi.org\/10.1177\/0956797612459659\"><span dir=\"auto\">improvements in working memory<\/span><\/a><span dir=\"auto\">\u00a0and\u00a0<\/span><a href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/23538911\/\"><span dir=\"auto\">less mental wandering<\/span><\/a><span dir=\"auto\">\u00a0are achieved , which can help to return to focus when the environment pushes\u00a0<a href=\"https:\/\/doi.org\/10.1146\/annurev-psych-042716-051139\">you <\/a><a href=\"https:\/\/psycnet.apa.org\/doi\/10.1037\/emo0000250\">to leave it <\/a><a href=\"https:\/\/doi.org\/10.1146\/annurev-psych-042716-051139\"><em>.<\/em><\/a><\/span><\/li>\n<li><a href=\"https:\/\/doi.org\/10.1177\/0272431614523133\"><span dir=\"auto\">Friction by design<\/span><\/a><span dir=\"auto\">\u00a0: small obstacles that make it less automatic to get distracted and easier to stay focused on the task. For example, leaving your phone out of reach, activating the &#8220;Do Not Disturb&#8221; function, and scheduling temporary blocks to prevent switching tabs or networks for 25 minutes.<\/span><\/li>\n<\/ol>\n<h4><strong><span dir=\"auto\">A coherent package, not isolated actions<\/span><\/strong><\/h4>\n<p><span dir=\"auto\">There is no magic bullet: digital distraction varies depending on the context, and what is usually effective is\u00a0<\/span><a href=\"https:\/\/doi.org\/10.1007\/s11423-025-10550-6\"><span dir=\"auto\">a coherent package<\/span><\/a><span dir=\"auto\">\u00a0of classroom design, tasks, and culture, plus skills training. In practice, a hybrid intervention works best: reducing distractions at critical times, structuring technology when it adds value, and training attention\/self-regulation to sustain deep thinking.<\/span><\/p>\n<p><span dir=\"auto\">The attention economy cannot be overcome with a poster: it is managed with design and with skills that allow the student to think long, read deeply and argue rigorously.<\/span><\/p>\n<p><em><strong>Author Bio:<\/strong> Jos\u00e9 Manuel de Haro Garc\u00eda is Full Professor, Business Organization (HR and Organizational Behavior) at Miguel Hern\u00e1ndez University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201cStudents aren\u2019t paying attention,\u201d \u201cthey use ChatGPT for everything\u201d\u2026 these are comments and perceptions shared in university circles. But can we transform these feelings into something measurable and, above all, into useful tools for teachers? In our recent teacher training project (with 15 teachers from Engineering, Law, Psychology, Journalism, Nursing and Botany) we tried precisely [&hellip;]\n&hellip; <a href=\"https:\/\/world.edu\/small-changes-to-bring-back-deep-thinking-at-university\/\" class=\"more\">learn more&rarr;<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[435681],"coauthors":[11733],"class_list":["post-80107","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-deep-thinking"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Small changes to bring back deep thinking at university - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/small-changes-to-bring-back-deep-thinking-at-university\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Small changes to bring back deep thinking at university - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"\u201cStudents aren\u2019t paying attention,\u201d \u201cthey use ChatGPT for everything\u201d\u2026 these are comments and perceptions shared in university circles. 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In our recent teacher training project (with 15 teachers from Engineering, Law, Psychology, Journalism, Nursing and Botany) we tried precisely [&hellip;]\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:url\" content=\"https:\/\/world.edu\/small-changes-to-bring-back-deep-thinking-at-university\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:site_name\" content=\"World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"article:published_time\" content=\"2026-04-22T06:19:13+00:00\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:image\" content=\"https:\/\/world.edu\/wp-content\/uploads\/2026\/04\/deep-thinking.jpg\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:width\" content=\"680\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:height\" content=\"357\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" class=\"yoast-seo-meta-tag\" \/>\n<meta name=\"author\" content=\"Kevin\" class=\"yoast-seo-meta-tag\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:data1\" content=\"Kevin\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:data2\" content=\"4 minutes\" class=\"yoast-seo-meta-tag\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/world.edu\\\/small-changes-to-bring-back-deep-thinking-at-university\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/world.edu\\\/small-changes-to-bring-back-deep-thinking-at-university\\\/\"},\"author\":{\"name\":\"Kevin\",\"@id\":\"https:\\\/\\\/world.edu\\\/#\\\/schema\\\/person\\\/42c1c1d5ff7ffbdf0bd50ed94c6ae6ee\"},\"headline\":\"Small changes to bring back deep thinking at university\",\"datePublished\":\"2026-04-22T06:19:13+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/world.edu\\\/small-changes-to-bring-back-deep-thinking-at-university\\\/\"},\"wordCount\":855,\"image\":{\"@id\":\"https:\\\/\\\/world.edu\\\/small-changes-to-bring-back-deep-thinking-at-university\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/world.edu\\\/wp-content\\\/uploads\\\/2026\\\/04\\\/deep-thinking.jpg\",\"keywords\":[\"deep thinking\"],\"articleSection\":[\"Higher Education\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/world.edu\\\/small-changes-to-bring-back-deep-thinking-at-university\\\/\",\"url\":\"https:\\\/\\\/world.edu\\\/small-changes-to-bring-back-deep-thinking-at-university\\\/\",\"name\":\"Small changes to bring back deep thinking at university - World leading higher education information and services\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/world.edu\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/world.edu\\\/small-changes-to-bring-back-deep-thinking-at-university\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/world.edu\\\/small-changes-to-bring-back-deep-thinking-at-university\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/world.edu\\\/wp-content\\\/uploads\\\/2026\\\/04\\\/deep-thinking.jpg\",\"datePublished\":\"2026-04-22T06:19:13+00:00\",\"author\":{\"@id\":\"https:\\\/\\\/world.edu\\\/#\\\/schema\\\/person\\\/42c1c1d5ff7ffbdf0bd50ed94c6ae6ee\"},\"breadcrumb\":{\"@id\":\"https:\\\/\\\/world.edu\\\/small-changes-to-bring-back-deep-thinking-at-university\\\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/world.edu\\\/small-changes-to-bring-back-deep-thinking-at-university\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/world.edu\\\/small-changes-to-bring-back-deep-thinking-at-university\\\/#primaryimage\",\"url\":\"https:\\\/\\\/world.edu\\\/wp-content\\\/uploads\\\/2026\\\/04\\\/deep-thinking.jpg\",\"contentUrl\":\"https:\\\/\\\/world.edu\\\/wp-content\\\/uploads\\\/2026\\\/04\\\/deep-thinking.jpg\",\"width\":680,\"height\":357},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/world.edu\\\/small-changes-to-bring-back-deep-thinking-at-university\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\\\/\\\/world.edu\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Small changes to bring back deep thinking at university\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/world.edu\\\/#website\",\"url\":\"https:\\\/\\\/world.edu\\\/\",\"name\":\"World leading higher education information and services\",\"description\":\"Global Higher Education Jobs, University jobs, Lecturer &amp; 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