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Reading is an essential skill for academic and professional success, but the teaching of reading in higher education can face a number of challenges. As technology changes with each passing day, and reading practices change with it, teachers may face challenges in training the new readership that universities need to develop. Students may also lack the motivation to read, particularly due to work overload, lack of time and limited interest in the subject of study, and find it difficult to understand complex texts or research articles, which may prevent them from applying the knowledge they have acquired in their academic work. The future of books and reading in the digital age can also pose challenges for higher education. New technologies enable new forms of reading, such as e-books, podcasts, videos, and social media, which can offer new learning opportunities. However, these same technologies can also lead to a decline in deep reading and comprehension, as well as distraction. The practice of reading in higher education raises several important questions. How can teachers adapt to new audiences? How can students be motivated to read and understand texts effectively? And how can new reading technologies be used to offer new learning opportunities while avoiding the pitfalls of distraction?