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Tag: digital literacy

AI Can’t Replace These Skills: What Every Child Needs for the Digital Era

Posted on by Gary Ly

In this digital age, children can ask AI to explain a concept, support their problem-solving skills or generate an answer within seconds. With information always at their fingertips, an important question arises for parents: what should children still learn to do for themselves?

Rather than keeping technology out of the classroom, the focus should be on helping children use it wisely while building the skills they need to think independently, work with others and respond to change. This article explores how critical thinking, communication, collaboration and adaptability can develop alongside AI literacy, and how families can nurture them at home.

What Can AI Do for Children’s Learning Today?

Artificial intelligence (AI) refers to technology that can perform tasks that typically require aspects of human intelligence, such as understanding language, generating content, solving problems and recognising patterns. As for AI in education, these capabilities can support learning by helping children access explanations, generate ideas, practice skills and receive feedback. (Mark Warschauer, Zawacki-Richter et al., 2019)

Not long ago, a child who wanted to understand a difficult concept might have searched through a textbook, asked a teacher or worked through the problem themselves. Today, they can turn to an AI chatbot for an explanation within seconds.

A study by the Institute of Digital Media and Child Development found that 80% of students surveyed use AI to explain ideas when they are confused, while 70% use it to generate ideas and 60% use it to summarise texts (Children and Screens, 2026). To look more closely at our younger children, Hashem et al. (2025) found that 22% of children aged 8–12 had used a generative AI tool, with usage rising from 15% among 8-year-olds to 27% among 12-year-olds. These findings suggest that children are beginning to encounter generative AI early in their education journey (National Literacy Trust, 2025). Students commonly use AI to explain concepts, summarise academic material and structure ideas (Stephenson & Armstrong, 2026).

ICT classes give students opportunities to develop digital literacy and build the skills to navigate technology thoughtfully and responsibly.

This changes more than how quickly children can find information. An AI-generated answer may be useful, but receiving an answer does not necessarily mean understanding it. Children need to consider whether information is accurate, relevant or appropriate before accepting it.

This is where AI literacy becomes important. Alongside knowing how to use AI tools, children need the judgement to question and evaluate what they receive from them. Digital literacy gives them the foundation to navigate digital information thoughtfully and responsibly.

Through robotics, students explore technology hands-on, applying their ideas and problem-solving skills to real-world challenges.

The Essential Skills Every Child Needs to Develop

As AI makes information easier to access, children need abundant opportunities to develop the skills that allow them to make sense of it.

Critical thinking begins with questioning. Children need to consider how they know something is correct and whether there is evidence to support it. These skills can be strengthened through opportunities that encourage independent thinking and active problem-solving.

At Anne Hill International School (AHI), this extends beyond formal lessons. In our After-School Activities (ASAs) and Co-Curricular Activities (CCAs) programmes, such as Chess Club, students have space to plan, consider different strategies and make decisions through matches, puzzles and challenges, developing critical thinking, patience and resilience. Book Club also gives children opportunities to explore books, write, review, role-play and share their ideas, developing communication, storytelling and creativity.

Communication and collaboration allow children to explain their thinking, listen to different perspectives and work towards solutions with others. These experiences also develop problem-solving skills, particularly when there is no single correct answer.

At AHI, we provide opportunities to develop these skills AI can’t replace. For example, the Montessori experience in the AHI Early Years focuses on self-directed activities, hands-on learning and purposeful exploration. Children engage in five key areas of learning: Practical Life, Sensorial, Language, Mathematics and Culture.

Together, these areas encourage children to make decisions, explore ideas and work through challenges independently, building their ability to think through situations, consider different approaches and find solutions.

Creativity and innovation require children to explore possibilities, make connections and develop their own ideas. AI can generate suggestions, but children still need to decide what is meaningful, appropriate or worth pursuing.

Within the AHI Secondary Curriculum, Design & Technology gives students chances to identify real-world problems, create prototypes and refine solutions through an iterative design process. These experiences give children space to make choices, test ideas and learn from mistakes.

Adaptability is equally important as technology and ways of working continue to change. Children need to be comfortable learning, adjusting and trying new approaches rather than depending on one tool or method.

At AHI, assemblies provide opportunities for students to encounter different cultures and perspectives. The United Nations Day assembly, for example, encourages students to become adaptable communicators as they learn about different countries and consider perspectives beyond their own.

Learn more:

How Assemblies at AHI Help Promote Intercultural Learning

Chess Club challenges students to plan ahead and strategise, strengthening critical thinking, problem-solving and adaptability.

These are the skills AI can’t replace because they depend on children making judgements, engaging with others and taking an active role in their own learning.

To conclude, these abilities are reflected in the AHI’s nine core values: empathetic, respectful, humble, ethical, resilient, communicator, adaptable, collaborator and thinker.

These values support children in developing independence, judgement, responsibility and an awareness of how they relate to others.

Being ethical encourages children to consider the impact of how AI is used, while humility reminds them that having access to information does not mean having all the answers.

Adaptability supports them as technology continues to evolve, while empathy, respect and collaboration remain important as AI changes the way people interact and work together.

Hence, these nine values provide a foundation for children to engage with AI thoughtfully while continuing to grow as individuals.

Building Future-Ready Skills at School and at Home

Children develop these skills through everyday experiences, with educators and parents playing an important role in helping them practice and apply them. Solving a problem, explaining an idea, working with others, creating something or trying again after a mistake all give children opportunities to build critical thinking, communication, collaboration and problem-solving skills for the digital era.

This could mean asking children to explain their reasoning, discuss different solutions, work with others or reflect on what went wrong when they make a mistake.

Research by the National Literacy Trust found that 82% of teachers believe students should be taught to engage critically with generative AI (National Literacy Trust, 2025), highlighting the importance of guidance as children begin using the technology.

When educators reinforce these habits, children can develop skills AI can’t replace while learning to use AI as a tool rather than rely on it for every answer.

Learning to communicate, collaborate and adapt through teamwork and hands-on learning.

The same habits can be encouraged at home. Parents can ask “How do you know?” or “What makes you think that?” instead of immediately providing an answer.

When children use AI, they can be encouraged to check information against another source, identify anything unclear and explain why they agree or disagree with a response.

Parents can also reinforce AHI’s Digital Citizenship and Online Safety practices by encouraging purposeful use of technology, helping children assess whether online sources are reliable and modelling responsible device use at home.

For example, putting devices away during family meals or conversations shows children that technology has a place, but does not need to take over every interaction. Additionally, setting age-appropriate screen time limits and discussing online habits can further help children develop a balanced approach to technology.

This supports responsible AI use while helping children understand when technology can assist them and when they need to think through a problem themselves.

AHI also encourages children to use technology purposefully, safely and respectfully, including understanding how to protect their personal information and seek support when needed.

AHI’s approach to digital balance also creates space for play, relationships and activities away from screens, giving children opportunities to develop these abilities through real-world experiences.

Growing alongside AI

Preparing children for an AI-enabled world is therefore not about choosing between technology and traditional learning. It is about growing alongside AI, with the knowledge, values and judgement to use it thoughtfully.

AI will continue to shape how children learn, communicate and work. Preparing children for the future therefore means giving them more than technical knowledge. It means creating opportunities to develop curiosity, judgement, resilience and confidence when facing unfamiliar challenges.

The AI skills for children will not simply be about knowing how to use the latest tool. In the 21st century, children will also need to question information, contribute ideas, work with others and adapt as technology changes.

At AHI, we are committed to nurturing the skills AI can’t replace, helping our students develop the confidence and capabilities to move forward alongside technology, rather than simply keeping up with it.

References

Armstrong, C., & Stephenson, R. (2026). Student generative artificial intelligence survey 2026 (HEPI Report 199). Higher Education Policy Institute.

Student Generative Artificial Intelligence Survey 2026


Children and Screens. (2026, June 3). AI in education: What the research says.


https://www.childrenandscreens.org/learn-explore/research/ai-in-education-what-the-research-says

Harvard Graduate School of Education. (2025, April 8). AI can add, not just subtract, from learning.


https://www.gse.harvard.edu/ideas/news/25/04/ai-can-add-not-just-subtract-learning

Hashem, Y., Esnaashari, S., Onslow, K., Chakraborty, S., Poletaev, A., Francis, J., & Bright, J. (2025). Understanding the impacts of generative AI use on children: WP1 surveys. The Alan Turing Institute.


https://www.turing.ac.uk/sites/default/files/2025-06/understanding_the_impacts_of_generative_ai_use_on_children_-wp1_report.pdf

National Literacy Trust. (2025, February 26). Children, young people and teachers’ use of generative AI to support literacy in 2024.


https://literacytrust.org.uk/research-services/research-reports/children-young-people-and-teachers-use-of-generative-ai-to-support-literacy-in-2024

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education—Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), Article 39.


https://doi.org/10.1186/s41239-019-0171-0

What Is Digital Balance and Why Does It Matter for Children Today?

Posted on by Gary Ly

The question is no longer whether children should use technology, but how they can use it in a healthy and balanced way. 

Screens are now a permanent part of childhood. From learning and friendships to play and creativity, technology is woven into almost every aspect of a child’s daily life. Yet for many families, facing this reality can feel overwhelming. Setting boundaries around screen time, understanding digital behaviours, and knowing how to start the right conversations at home are challenges that parents face more than ever before.

The Third Space: Children’s Digital Reality 

According to Pahl and Rowsell (2005), in the framework of Literacy and Education, children today live across three spaces: school, home, and the digital space. The third space (or third place) is a hybrid learning and identity-building environment where the informal, cultural literacies of the home intersect with the formalised, institutional literacies of school. This third space is where friendships are maintained, creativity is expressed, and much of modern learning takes place. Teaching digital literacy begins with helping children understand what kind of space the digital world actually is. Unlike the first two, it has no physical walls, no natural closing time, and no built-in supervision.

The third space model, according to Pahl and Rowsell (2005). 

Research from Rideout et al. (2022) confirms that daily entertainment screen time for children aged 8 to 12 averages over 5.5 hours, while teenagers exceed 8 hours, with these figures nearly doubling over the past decade. The American Psychological Association and other experts emphasise that the quality and nature of content (active versus passive) are more critical indicators of impact than total time. As Ms Mili put it during the workshop, we cannot lock the door to the third space, but we can teach children how to navigate it. This is the heart of digital balance.

 

Regarding screen time, the quality and nature of content (active versus passive) are more critical indicators of impact than total time.  

 

What is Digital Balance?

To understand digital balance, it helps to look at how much has changed. In 1990, a child’s everyday toolkit included heavy textbooks, handwritten diaries, a Walkman, a landline phone, a physical map, a camera, and board games. Today, every one of those tools has a digital equivalent: Google, Notes apps, Spotify, WhatsApp, Google Maps, Instagram, Minecraft, etc. The tools have changed. The human needs behind them have not. Children still need connection, creativity, learning, and play. Their devices are simply where they go to meet those needs now.

Ms Mili Manek leading the Digital Balance Parent Workshop at AHI’s Primary Campus, helping families build practical strategies for healthier screen time habits. 

 

Digital balance is the foundation of digital literacy: the ability to use technology with awareness, intention, and critical thinking 

This reframing was at the heart of Anne Hill International School (AHI)’s “Digital Balance” Parent Workshop, held on 7th May 2026 and led by Ms Mili Manek, Mental Health Counsellor and Educator with over 20 years of experience. As Ms Mili explained to parents, their devices are not their distractions. They are a destination for all the physical and human needs that children once met through physical tools. Understanding this changes the conversation entirely.

Explore highlights from the previous Emotional Resilience workshop, led by Ms Mili Manek

 

Digital Drainers and Digital Fillers

Not all time spent online supports a child’s wellbeing. One of the most practical frameworks introduced during the workshop was the distinction between digital drainers and digital fillers.

Digital drainers are passive, reactive, or emotionally depleting forms of screen use. Doom-scrolling, for example, creates a shallow, compulsive loop that research associates with increased anxiety and boredom rather than genuine satisfaction. Exposure to trolling or rage-bait content has been linked to heightened anger, low self-esteem, and emotional dysregulation in children and adolescents (Smith, 2025).

Parents sharing their perspectives on Digital Trainers and Digital Fillers while participating in the interactive “Build or Break” game during the Digital Balance Workshop at AHI (May 2026) 

Digital fillers, on the other hand, are forms of engagement that genuinely nourish children. Creative coding, digital art, learning a new skill through video tutorials, and connecting with a grandparent overseas via video call are all experiences that support wellbeing, social connection, and cognitive development, even when they happen on a screen.

Teaching children to recognise what drains them and what fills them is one of the most important digital literacy skills they can develop, and one that begins with everyday conversations at home. This is worth building early. The digital habits formed during childhood have a tendency to persist into adolescence and adulthood, and awareness, once cultivated, tends to grow with the child.

From Policing to Mentoring: A Shift in Approach at Home

One of the most common patterns Ms Mili described during the workshop is what she called the Thought-Emotion-Behaviour Cycle. This is the loop many parents find themselves in around screens:

  • Thought: “They’re always on that device. They’re irresponsible. They’re addicted to screens.”
  • Emotion: Helplessness, anger, or fear, and often, guilt.
  • Behaviour: Arguments, shouting, or shutting the conversation down entirely.

The result is more conflict and less connection, with no real change in the child’s digital habits. As Ms Mili explained during the workshop, this cycle does not begin with bad intentions. It begins with a thought that goes unchecked, and understanding that is the first step toward breaking it.

Thought-Emotion-Behaviour Cycle 

The shift Ms Mili encouraged is from policing to mentoring. Rather than reacting to screen use with control or confrontation, mentoring means stepping into the role of a guide. This is someone who sets boundaries with empathy, explains the reasoning behind expectations, and keeps the relationship with the child at the centre. In practice, this looks like:

  • Acknowledging what the child is doing before redirecting, rather than immediately taking the device away.
  • Explaining why a boundary exists, such as the importance of sleep, rather than simply enforcing it.
  • Involving children in setting their own screen time boundaries, so they develop ownership over their digital habits rather than just compliance.
  • Staying curious about what children are doing online, rather than assuming it is harmful.

Research on authoritative parenting consistently shows that this approach produces better long-term outcomes for children’s self-regulation and digital wellbeing than control-based responses alone (Zulkarnain et al., 2025). Children who are mentored gradually develop the internal skills to manage their own screen time, which is ultimately the goal.

 

Digital Balance at School: Intentional, Not Accidental

A balanced approach to children and technology does not begin and end at home. Schools play an equally important role, and the most effective learning environments treat digital use as purposeful and guided rather than incidental.

In practice, this means technology is used as a tool for learning rather than passive consumption. Digital experiences such as research projects, creative digital storytelling, and collaborative presentations are integrated with discussion, reflection, and real-world application. They sit alongside rich offline learning, such as daily reading with physical books, hands-on science experiments, outdoor exploration, and unstructured social play.

AHI students working on hands-on projects during Science Week 2026, reflecting the importance of rich offline learning experiences alongside purposeful digital engagement. 

This balance reflects what developmental researchers describe as the importance of varied learning environments for healthy childhood development. Brown’s (2009) research on play highlights that unstructured, offline activity remains irreplaceable for developing creativity, emotional regulation, and social intelligence, capacities that no screen can replicate on its own.

The goal is not to limit what technology can offer children. It is to ensure that digital literacy develops alongside, and not at the expense of, the full range of human capacities they need to thrive.

The WE of Digital Balance: School and Home Together

Perhaps the most important insight from Ms Mili’s workshop was also the simplest: Digital balance is not a solo effort.

It is not us versus them, and not us versus the device. It is a WE, grounded in the connection, consistency, and mentoring that children, parents, and schools build together. When families and schools hold the same expectations and maintain open conversations, the guidance children receive becomes coherent and trustworthy rather than pulling in opposite directions.

Ms Mili and AHI parents exchanging ideas and experiences on Digital Balance, creating a warm and collaborative environment built on connection and shared insights. 

That coherence matters because the children growing up today are the first generation for whom the digital world has always existed. How they learn to navigate it will shape every aspect of their lives, and digital balance gives them the tools to do so with awareness and confidence, both online and off. That is the kind of well-rounded, globally minded, lifelong learner that this moment in childhood calls for, and it is something school and families can only build together.

 

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References:

Brown, S. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. Penguin Books.

Rideout, V., Peebles, A., Mann, S., & Robb, M. B. (2022). Common Sense census: Media use by tweens and teens, 2021. Common Sense. https://www.commonsensemedia.org/sites/default/files/research/report/8-18-census-integrated-report-final-web_0.pdf

Pahl, K., & Rowsell, J. (2005). Literacy and education: Understanding the new literacy studies in the classroom. Paul Chapman.

Smith, S. (2025, 3 November). Inside the psychology of doomscrolling: Why it happens and how to stop. Middle Georgia State University. https://www.mga.edu/news/2025/11/middle-georgia-state-university-facultyQandA-psychology-of-doomscrolling.php

Zulkarnain, Z., Tarmidi, T., Purwasih, E., & Bochaver, S. N. (2025). Parenting styles, loneliness and problematic internet use among adolescents: A cross-sectional analysis. Journal of Education Culture and Society, 16(1), 231–49. https://doi.org/10.15503/jecs2025.2.231.249