AI is transforming childhood at school and home. Students use AI tutors and tools for personalised learning but risk overreliance, reduced critical thinking and cheating. At home, AI toys and companions shape play and emotions, sometimes unsafely. Benefits are large, yet regulators worry about addiction, clingy bots and vulnerable teens’ mental health.

As corporate AI labs grow secretive, academia must revive open science to preserve innovation and the public good. Stanford HAI urges universities to lead with openness, collaboration, and ethics—sharing data, models, and compute globally—to train talent, ensure transparency, and keep AI development focused on human-centered, societal benefit rather than profit.

As schools and teachers scramble to figure out whether and how to implement AI in the classroom, three leading tech companies are investing in a new training program for educators.

This article highlights that AI literacy extends far beyond knowing how to use technology tools. AI literacy is essential for teens to understand how AI works, its benefits, risks, and biases. Teaching them to question AI outputs, recognize misinformation, and think critically helps protect against misuse while preparing them to become responsible, future-ready citizens.

In February 2025, the first-ever children’s AI summit was held by the Alan Turing Institute and Queen Mary University of London. The manifesto reflects children’s views on how AI should be developed and regulated which are centered around 3 areas: education, the environment, and health, safety and wellbeing.

Research shows that detection tools often misclassify human writing as AI-generated. False accusations create significant stress, fear, and distrust between students and professors. Some students’ graduations have even been delayed. High schoolers and college applicants also fear being wrongly flagged, changing how they approach writing.

Should we all start learning about AI? Both common sense and the article suggest yes. AI literate individuals can better leverage AI tools, remain relevant in a rapidly changing environment and solving problems better.

Generative AI in higher education? OpenAI is pushing to make its tools a core part of higher education, envisioning every student having a personal AI assistant from orientation to graduation. Several universities have already adopted the technology. While these tools promise efficiency and new learning aids, there are concerns about accuracy, overreliance, privacy, labor exploitation, environmental costs and the erosion of students’ critical thinking.

According to many CEOS, AI will replace engineers, doctors and teachers. However, the author suggests that although AI is good at predicting patterns, it lacks the deep knowledge and understanding born of systematic, cumulative human experience and the scientific method. Therefore, humans need to “call bullsh*t” when an algorithm produces something bizarre, grow their knowledge in order to steer the technology, keep it in check and ensure it does what we think it does and most importantly never stop using our minds!

Who Is the real culprit behind students’ recent erosion of learning? Social media have conditioned young people toward instant gratification, making it hard for them to manage challenging tasks requiring focus and effort. However, there is also the other side of the river, with some students taking the best advantage of their 24/7 AI tutors and advancing their learning.

Have you ever felt frustrated after discovering your professor has been using GPT despite students being banned from it? A 2025 survey showed nearly one-third of U.S. professors now frequently use generative AI, almost double the year before. They use it for tasks such as grading, providing feedback and generating lesson materials. New university policies are being drafted for disclosure when and how AI is used.