This article examines the challenge of informational overload among the fragile and transparent “Glass Generation,” born after 2010. From birth, this generation has been exposed to an immense volume of data and global crises, with psychological consequences such as anxiety, hopelessness, and vulnerability. “Shallow intelligence” is a prevalent response to this continuous flow of information, manifesting in oversimplification, numerical valuation of data, and a lack of critical thinking, thereby limiting adolescents’ capacity for deep and creative analysis. In contrast, literature and the humanities, emphasizing interpretation, narrative analysis, and study of cultural frameworks, offer tools that foster information literacy, aesthetic sensitivity, and critical reasoning skills. Rereading, interpretive exercises, serendipitous exploration, and sustained attention guide the Glass Generation from passive information consumption toward meaning-making and human engagement. The article demonstrates that interpretive practice not only enables comprehension and analysis of complex information but also enhances adolescents’ capacity for collaboration, acceptance of diversity, and critical engagement with digital world. Consequently, literature and the humanities play a pivotal role in empowering the Glass Generation to counteract shallow intelligence, increase cognitive flexibility, shape identity, and prepare for mindful and creative living in today’s accelerated environment. By integrating these humanistic strategies, education can cultivate resilience, reflective judgment, and active participation in a rapidly evolving informational landscape.