AI and children: better protection, more education and clear rules

Artificial intelligence is increasingly shaping the everyday lives of children and young people – often long before they can understand the technology themselves or assess it critically. Even primary school children encounter AI in learning apps, social networks, chatbots, digital toys and streaming platforms. This not only increases the potential for education and participation, but also the challenge of effectively protecting and supporting children in the digital space. A recent white paper by Plattform Lernende Systeme shows that dealing with AI is no longer purely a technical issue. It explores the legal, educational and design frameworks required to enable safe and self-determined use of the technology. At the same time, the white paper highlights the potential of AI for education and inclusion. When used correctly, AI systems can support individual learning pathways, break down barriers and facilitate access to knowledge.

Children and young people are particularly vulnerable when it comes to AI. Due to their stage of cognitive and emotional development, they often find it harder than adults to critically evaluate AI-generated content. At the same time, generative AI systems are becoming increasingly powerful: they produce deceptively realistic text, images or voices and can reinforce disinformation, manipulative content or stereotypical role models.

Particularly problematic are so-called deepfakes, where the line between reality and fiction is becoming increasingly blurred. This can lead to a further rise in risks such as cyberbullying, radicalisation, extremist content or sexualised violence in the digital space. Added to this is the fact that digital platforms continuously analyse the behaviour of young users in order to personalise content and specifically steer attention. This raises fundamental questions regarding data protection, privacy and influence.

The social consequences of AI are also coming under greater scrutiny. AI-based chatbots and virtual companions are increasingly appearing as seemingly social interaction partners. Children and young people in particular tend to attribute human characteristics to such systems and place particular trust in them. This gives rise to educational and societal challenges.

Ensuring child-friendly design and media literacy

“Children and young people need support and special protection when interacting with AI. At the same time, they should be empowered to use AI systems critically and independently,” explains Prof. Dr Jessica Heesen of the University of Tübingen. “That is why we need not only regulation, but also AI systems designed with children in mind and the development of media and AI literacy.”

The white paper sets out key requirements for the responsible use of AI: AI systems should be designed to be transparent, understandable and age-appropriate. Children must be able to recognise when they are interacting with an AI system and how content is generated. At the same time, protective measures such as clear age limits, privacy-friendly default settings and transparent labelling of AI-generated content should be established. Equally important is the promotion of media and AI literacy in schools and extracurricular educational programmes, so that children and young people learn to critically question AI systems and use them responsibly.

The white paper also highlights the potential of AI for education and inclusion. When used correctly, AI systems can support individual learning pathways, break down barriers and facilitate access to knowledge. “It is crucial that technological innovations are not viewed in isolation,” says Bernhard Hüngsberg of Deutsche Telekom AG. “For children to benefit from the potential of artificial intelligence, technological development, educational concepts and regulatory frameworks must be considered together.”

About the whitepaper

The white paper “AI and Children: An Overview” was authored by members of the “Law and Ethics” sub-working group within the “IT Security, Privacy, Legal and Ethical Framework” working group of Plattform Lernende Systeme. It is available for download (German) free of charge.

A short interview with Klaus Heine, co-author of the white paper and a member of Plattform Lernende Systeme, is available for editorial use.