The digital study age has transformed how students find, store, and use knowledge. Search engines, online journals, e-books, lecture platforms, artificial intelligence tools, and short-form educational media have made information faster to access than at any other time in modern history. Yet this abundance has also produced new problems: fragmented attention, weak source memory, shallow reading, unstable knowledge hierarchies, and dependence on platform-controlled systems. Ag

Economics students now study in an environment where access to knowledge is abundant but unevenly structured. The old problem of scarcity has not disappeared, but it has been joined by a new problem: overabundance. Students must decide which journals are worth reading, which databases are reliable, how citation networks shape what becomes “important,” and how search tools, including AI-assisted systems, influence what is visible and what remains hidden. This article examines