For years, Finland has been held up as a model education system. Its emphasis on equity, well-trained teachers and student wellbeing has earned global admiration. Yet, even Finland is now sounding a note of caution. Faced with rising concerns over children’s mental health, excessive screen exposure, and the influence of social media, it has begun to draw firmer boundaries around the digital lives of young people. That shift should give countries like Sri Lanka pause, particularly at a time when new education reforms are set to deepen the role of technology in learning.

Finland’s recent guidelines are striking for their clarity. They recommend no screen time at all for children under two, and no smartphones or social media for those under 13. For older children, daily screen use is to be limited and carefully supervised. These are not abstract ideas but practical guardrails rooted in growing evidence that excessive or unstructured digital exposure can harm attention spans, emotional regulation and social development.

What is notable is that Finland is not rejecting technology. It remains committed to digital literacy and continues to use digital tools in classrooms. But it is now openly acknowledging that more technology does not automatically mean better learning. Some Finnish schools have even begun moving back towards textbooks and handwritten work after observing that constant device use can undermine concentration and deep thinking. Mobile phone use during school hours has also been restricted in many settings to encourage focus and real-world interaction.

This recalibration is driven in part by a troubling trend. Finnish authorities and international observers have pointed to increasing levels of loneliness, anxiety and depression among young people. While these issues are complex and cannot be blamed on screens alone, there is a growing consensus that the digital environment, particularly social media, plays a significant role. The concern is not merely about time spent online, but about the quality of that engagement and the absence of meaningful offline experiences.

Sri Lanka finds itself at a very different stage, but facing similar pressures. The Government’s proposed education reforms rightly recognise the importance of digital skills in a modern economy. Expanding access to online learning, integrating technology into classrooms and preparing students for a digital future are all necessary steps. However, the Finnish experience offers a timely reminder that digital expansion must be accompanied by careful regulation and a clear understanding of its limits.

One of the most immediate lessons is the need for age-appropriate boundaries. In Sri Lanka, children are gaining access to smartphones and social media at increasingly younger ages, often without guidance. A national framework that sets out recommended limits based on age, similar to Finland’s approach, could help parents and schools navigate this landscape. Such guidelines would not need to be punitive, but they would provide a much-needed reference point in a rapidly changing environment.

Equally important is the role of schools. If digital tools are to be integrated into education, they must be used with purpose. Technology should enhance learning, not replace fundamental skills such as reading, writing and critical thinking. A blended approach that combines digital resources with traditional methods is likely to be far more effective than an uncritical embrace of screens.

There is also a pressing need to address the broader ecosystem in which children are using technology. Social media platforms are designed to capture attention and encourage prolonged engagement. Without safeguards, children can easily be exposed to harmful content or fall into patterns of addictive use. Finland’s willingness to confront this reality, and to place responsibility not only on families but also on systems and policies, is instructive.

Perhaps the most important lesson, however, lies in Finland’s underlying philosophy. Education is not simply about academic achievement or technological proficiency. It is about the holistic development of young people. Emotional wellbeing, social skills and the ability to engage with the world beyond a screen are just as vital as digital competence.

Sri Lanka stands at a critical juncture. The push towards modernisation and digitalisation is both necessary and inevitable. But it must be guided by a clear vision that places children’s wellbeing at its centre. Finland’s experience shows that even the most advanced systems must pause and reassess when unintended consequences emerge.

The question for Sri Lanka is not whether to embrace technology in education, but how to do so wisely. If the country can combine ambition with caution, and innovation with responsibility, it may avoid the pitfalls that others are only now beginning to confront.