But at some point people need to learn how to put themselves through boring mindnumbing stuff as well, because this will sometimes be part of what you need to do if you wanna reach your goals (e.g. reading the datasheets, reading some specification, looking at some source text that hasn't been simplified to digestive bits by someone else, gather boring data that is needed, ...).
In my subjective observation students over the past 10 years have become less willing to put in mental footwork themselves if there is not an entertaining youtube video that lays it out for them. I work in art university, so most of the topics people will work on are entirely their own choice. But if e.g. a student wants to work with electronics, they would rather try to mimik what some guy in some youtube video did for a year (without understanding it at all), than grabbing a foundational book and work through it over the course of a month.
The latter is less instant reward and more boring work, but pays off for a long time and will allow them to judge what makes sense and what is bullshit. The former feels like the direct solution, but will leave you coming back for help whenever you deviate from that precise solution someone else made.
I have nothing against entertaining education at all, I just think that for many being able to go through the boring stuff (on their own terms) might be a valuable ability as well. And this is not about the media at all. The above example with the foundational electronics book would have worked as well if they have chosen to watch a foundational series of youtube videos as well. But these videos are not leading directly to the result.
I have seen single students who have fooled around for years with try and error in electronics without ever having the idea to learn the basics..
Do they have "boring week" at Montessori's?