Norway is preparing to ban primary school students from using artificial intelligence at school. Starting at the end of August, children aged 6 to 13 will not be allowed to use AI tools.
Students aged 14 to 16 will be allowed to use AI only under teacher supervision. New York City Mayor Zohran Mamdani also announced on Wednesday, September 2, that the use of AI tools by primary and middle school students in public schools would be temporarily banned during the upcoming school year.
A controlled-use model in China
China has banned primary school students from using generative AI systems independently, while a separate curriculum that includes AI education is being implemented for older students.
A study conducted this year among more than 25,000 students in grades 7 through 12 in China found that generative AI improved homework performance but could weaken the learning process over the long term.
Learning is more than access to information
Melike Tanberk, who conducts research on big data and AI ethics at the University of Cambridge, examined children’s relationship with AI from the perspective of the learning process. Tanberk, a graduate of the University of Oxford, said learning can begin with curiosity but that understanding information, connecting it with previous experiences and testing it through practice all require time.
Tanberk argued that generative AI provides rapid access to information, but that this speed does not always translate into genuine learning. In her view, a child may satisfy their curiosity when they receive an immediate answer to a question, yet may not complete the stages of making sense of, internalizing and applying that information in daily life.
The risk of “fast-info”
Rapid, easy and superficial consumption of information through AI is described by the concept of “fast-info.” This model could reinforce a form of learning in which children have access to large amounts of information but struggle to assess what they know and what they do not know.
Without access to the internet or AI, a child in this situation may struggle to recall basic information such as their country’s capital, history and geographical location, or to use practical skills such as finding their way. For this reason, the central issue is not access to information but transforming information into understanding, behavior and responsibility.
The teacher’s role continues
Although AI can create personalized learning models suited to a student’s level, it cannot replace the teacher’s role in education. Teachers observe what students do and do not understand, correct misconceptions, sustain curiosity and support learning in a social environment.
Under this approach, it is important for students to take part in discussions, projects, experiments and practical activities. Educational institutions should not be places that merely transmit information, but spaces that teach students how to select, question and make sense of information.
How should AI be used in education?
According to the assessment, the debate is not limited to whether AI should be used in education. The central issue is which educational approach should guide how children relate to information and how the use of AI should be adapted to their age and level of development.
This framework for children’s relationship with AI systems does not cover issues such as anthropomorphism, emotional attachment, privacy violations, data security, inappropriate content, misinformation and manipulation. The review focuses solely on the impact of generative AI on the learning process.
