In public discussions about education, we often hear about the "information revolution". We are told that students today are luckier than ever before, with instant access to books, articles, lectures, and ideas from across the globe. And in one sense, this is true. Never before has information been so abundant, so immediate, and so available to young people in every corner of society. Yet from my experience as a faculty member in a public sector university, I can say with certainty: abundance of information does not automatically produce clarity of knowledge.

This paradox is visible in our classrooms every day. Students arrive armed with smartphones and search engines, but when asked to explain concepts in their own words or connect theories across disciplines, many struggle. The issue is not a lack of access to data but a lack of clarity in processing it. They often find themselves overwhelmed, caught between facts and opinions, unable to distinguish evidence from speculation. In this sense, the very revolution of information threatens to bury........

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