Exploring the challenges undermining reading culture among university students and strategic approaches for its improvement

Reading culture is a fundamental component of higher education, influencing students’ intellectual development, critical thinking, and lifelong learning. However, growing evidence indicates a decline in sustained reading engagement among university students in Rwanda, largely shaped by digital transformation, limited motivation, and institutional constraints. This study examined the reading culture among university students in Rwanda, focusing on their reading habits, preferences, motivating factors, and challenges. Guided by Sociocultural Theory and Reader-Response Theory, the study employed a mixed-methods approach involving 128 students who completed questionnaires and 20 participants, comprising students, lecturers, and librarians, who participated in semi-structured interviews. Quantitative data were analysed using descriptive statistics, while qualitative data were examined through content analysis. The findings revealed that students predominantly engage with digitally mediated and easily accessible materials such as social media content, lecture notes, and online articles, while traditional academic resources, including textbooks and journal articles, are less frequently utilized. Reading engagement is generally low, with most students dedicating only one to three hours per week to academic reading, often driven by examinations and assignment requirements rather than intrinsic motivation. Environmental preferences and digital habits further shape reading practices, with online and private study spaces favoured over university libraries. Key barriers identified include lack of interest, digital distractions, and limited access to up-to-date and engaging materials, heavy academic workloads, and weak foundational reading culture, resulting in largely reactive and assessment-driven reading behaviours. The study recommended embedding structured reading activities into coursework and assessments, modernizing library infrastructure with both physical and digital resources, and promoting interactive initiatives such as book clubs, reading competitions, and peer-led learning communities. Additionally, leveraging digital platforms, providing information literacy training, and incorporating diverse reading materials can enhance students’ motivation and critical engagement. Strengthening reading culture is essential for fostering independent learning, analytical thinking, and supporting the goal of Rwanda Vision 2050 of building a knowledge-based economy.