Contemporary digital and AI-mediated environments are reshaping the cognitive ecologies within which human reasoning develops. As everyday activity becomes embedded in datafied infrastructures, cognitive habits adapt to conditions of immediacy, fragmentation, externalisation, and algorithmic filtering. This paper introduces the Digital Pirahã Condition, a cultural ecological model explaining how these environments cultivate adaptive but shallow cognitive patterns, epistemic flattening, reduced recursive capacity, and heightened reliance on external scaffolds. While functional within digital systems, these adaptations create an ecological mismatch with the recursive, integrative reasoning required in academic and institutional activity systems. The paper argues that this mismatch is an ecological outcome rather than a psychological deficit, and that addressing it requires intentional cognitive niche construction within educational institutions. The lecturer is conceptualised as a cultural entrepreneur who reconstructs the cognitive ecology of learning through analog sanctuaries, AI-supported metacognitive scaffolds, and recursive curriculum architectures. The Digital Pirahã Condition thus provides a theoretical lens for understanding contemporary cognitive change and a framework for ecological redesign in AI-mediated societies.

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