This paper reflects on nano-learning as a possible substitute for traditional higher education, discussing its practicality, benefits, and limitations. Nano-learning, defined as short, focused lessons delivered via digital platforms, appeals to students’ reduced attention spans in today’s digital era. Its benefits include accessibility, time efficiency, and flexibility, enabling students to quickly acquire and apply knowledge in small, manageable units. However, the study argues that nano-learning's lack of depth, minimal context, and absence of instructor-student interaction limits its effectiveness, particularly for complex subjects requiring sustained engagement and comprehensive understanding.
The study contrasts nano-learning with the objectives of higher education, emphasizing that university study fosters intellectual growth, critical thinking, and societal contributions. It contends that higher education offers structured progression, essential for building connected knowledge in fields like the sciences and humanities. Reflective educators in the study caution that nano-learning may lead to superficial understanding, inadequate preparation for complex job roles, and a lack of skills needed for comprehensive problem-solving in professional contexts. The paper concludes that while nano-learning can supplement traditional education, it is insufficient as a full substitute, suggesting its best application as a complementary tool within formal education structures.