Most young people believe that artificial intelligence is beneficial and has been helpful, for example by explaining complex topics in different ways (47%), providing instant feedback (42%) or making learning more engaging and enjoyable (38%). In fact, 81% of those who have used such tools report that AI has helped them improve one or more aspects of their learning or creativity either “somewhat” or “a lot.”
When it comes to engaging with digital platforms, most young people (57%) report discovering new topics, interests, hobbies or other content daily or almost daily. They cite algorithmic recommendations (27%), content shared by friends (24%) and active search for topics (19%) as the most important ways to find new content. Personal recommendations are mostly seen as useful, with 56% saying they help uncover ‘genuine interesting content’.
Verbatim quotes from participants illustrate this hopeful and positive outlook. “AI is one of humanity’s greatest tools for self-improvement,” says a 16-year-old from Italy. Others highlight its potential to promote social inclusion, improve healthcare and break down barriers to learning.
However, participants also express some of the tensions they experience in managing their digital lives and reflect on some of the inherent ambivalence they feel towards digital technology. Teenagers, for example, expressed fears that AI could “partially replace thinking skills” or cause them to “develop poorer skills”. They also worry about over-reliance on AI, stressing that AI “shouldn’t think for you”. They are also aware of issues of information credibility and describe the many strategies needed to cross-check information with more trusted outlets or textbooks and to check for bias in information they discover online.
In particular, the Future report calls for an increased focus on developing digital skills, ensuring safety, providing age-appropriate experiences and promoting digital balance, rather than restricting teenagers’ access or their rights as users of services that are now essential to their lives. As such, the report offers a welcome counterbalance to many pessimistic narratives about young people’s engagement in the digital world.
The report also highlights the digital citizenship skills young people will require to thrive in a digital future. According to the report, young people expect a seat at the table in shaping that future and see their involvement as a “vital necessity to create a future where technology truly serves us all”. They also express a clear desire for formal training and guidance from educators on the responsible use of artificial intelligence, as well as responsible and transparent design from industry. As a 14-year-old from Spain stated: “I want to know what happens to the things I put in (AI chatbots), whether it saves them or not, and whether someone can see it later. It should be clear”.
The future report provides a significant opportunity for a real debate about young people imagining and shaping the digital future. If young people are to benefit from the many benefits of digital technologies and be active citizens in cultivating fairer and more just societies, their views should be heard and supported.
Brian is the Policy Lead for the Better Internet for Kids programme, which is coordinated by the European Schoolnet (EUN) on behalf of the European Commission. He is also a member of the Council of Europe’s expert group for education in digital citizenship. Brian has previously held several influential positions in the online safety sector: he was Deputy Chair of Ireland’s National Advisory Council for Online Safety (NACOS) and previously chaired the Irish Government’s Internet Content Governance Taskforce and the Media Literacy Steering Group in Ireland.