The ongoing debate about online education reveals a core insight: screens themselves aren’t the real weakness — the way we teach online is. Educators and analysts argue that many digital learning systems simply replicate traditional lecture formats or content dumps rather than rethinking instruction for the medium. This means students often receive one-way information delivery instead of interactive, learner-centred pedagogy, weakening engagement and deep understanding. The problem isn’t technology; it’s how digital tools are used to support or constrain effective teaching strategies.

In many cases, online platforms fail to harness opportunities for active learning, personalised feedback and social interaction, elements that enrich classroom education and help students construct meaning from material. Without this, screen-based learning can feel disengaged or passive. Research and commentary also highlight that teachers often lack training in online pedagogy, leaving them to adapt traditional approaches that don’t translate well to virtual environments.

Instead of fixating on screen-time limits, experts suggest strengthening pedagogical structures, redesigning curricula for digital contexts, and training educators to use tools that foster collaboration, critical thinking and adaptive support. When online education emphasises effective teaching design — not just content delivery — it can better fulfil its promise of accessibility without compromising quality.