In today’s digital landscape monopolized by talk of bans rather than benefits, I’m glad to see that Google’s Future Report, conducted with more than 7,000 teenagers, gives us a more encouraging, forward-looking view of young people’s digital experiences and aspirations.
The participating teenagers, from seven different EU countries and from very different backgrounds, see the Internet not only as a means of learning, connection and entertainment, but also as a way to explore other cultures and perspectives and find different approaches to solving tasks.
This openness, flexibility and thirst to explore cultural and other forms of diversity are important areas in which digital citizens must build their skills to tolerate the ever-increasing complexity of today’s society. In addition, it helps them participate knowledgeably and meaningfully in the wider world of today and tomorrow.
It is satisfying to see that the study participants focus on credibility and show an appreciative level of critical thinking in the range of strategies they employ to check the credibility of information. Surprisingly, they don’t seem particularly bothered by algorithms, rather seeing them as a means to open up diversity through the new things they discover when content is suggested to them.
Although 40% of participants say they use AI almost daily, a majority for problem solving and creative activities, they seem aware that AI can be misleading and wish their teachers were better equipped with knowledge and digital skills to help them use AI more effectively and creatively. The findings highlight the digital divide that appears to exist between different income groups, and this is an issue that needs to be addressed to ensure that all students have an equal chance to benefit from the opportunities society offers.
It is interesting to see these young participants stressing society’s shared responsibility to help them become effective, safe digital citizens able to balance online and offline activity in a healthy way. They want to keep the channels of communication open with their parents and see the value of parental controls as a means of supporting balanced, age-appropriate online activity. It nevertheless implies a greater effort on the part of society to ensure that parents are sufficiently informed and able to take on this role.
The Future Report will prove useful to educators and families grappling with digital challenges, as it provides an insightful snapshot of how young people currently engage with the online world, the support they feel they need at home and at school, and what they expect from technology companies and policymakers to explore the opportunities and harness the benefits of digital technology.
The intriguing grouping of user types described in the study will resonate with educators who must account for very different technology use styles found in each group of students. The recommendations of the study closely align with what other young people are saying across Europe: everyone should benefit equitably from the digital transformation, and it is society’s shared responsibility to educate parents and teachers, make security and privacy by design a reality, and set policymakers on the right track to make this happen.