The article explores the reading habits of Slovenian university students in teacher education and library science programs, comparing data from two cohorts (2017/18 versus 2024/25). Despite being future educators, around 16% of these students reported not having read a single book in the past year. While a slight increase in reading frequency and English-language reading was observed over the seven-year period, the shift toward less demanding genre fiction raises concerns. Students now predominantly read lighter, popular titles, with significantly fewer individuals engaging in complex literary texts. This shift has cognitive implications: studies indicate that the reading of complex literature enhances abstract thinking and attributional complexity, which are traits of high importance for educators. The rise in English-language reading – though intellectually beneficial – may also reduce exposure to syntactically complex Slovenian texts, potentially weakening native language competence. The findings suggest a troubling disconnection between the reading behaviours expected of educators and their actual practices. As reading complexity strongly correlates with critical thinking, the lack of engagement with demanding texts may hinder the cognitive development of students and their future pedagogical effectiveness. The article concludes by emphasizing the need for higher academic standards and stronger encouragement of deep reading within teacher education programs.
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