What are we exposing children to when we leave them to 'learn' with AI?

Platforms such as TikTok, Instagram and Facebook will be required to verify users' ages, and parents will have the right to request the deletion of their children's accounts.

The policy aims to protect children from malign effects like phone addiction and cyberbullying.

However, the ban has become contentious.

While supporters say children are being "swallowed up" by technology and need immediate protection, opponents warn such measures are extreme and could deprive young people of access to valuable knowledge and connections, which are becoming integral to their academic and social lives.

In Vietnam, efforts are underway to integrate technology, especially AI, into schools starting at the primary level.

When it comes to the role of technology in education, society is often divided. One side embraces fatalism, viewing technology as an inevitable trend and thinking the sooner children adapt the better.

The other side embraces disasterism, fearing technology as a danger that should be removed from children's lives altogether.

Both approaches can lead to policy decisions that are either purely technical or overly restrictive, without space for reflection and dialogue.

However, the perspective of children themselves reflects a more nuanced reality. A study by the U.K. Economic and Social Research Council on digital citizenship education revealed that many students do not view technology as an enemy, but instead wish to learn with it.

While many acknowledge spending a lot of time on apps, they strive to control their habits and recognize the positive aspects of online learning and skills development through gaming.

In this context, schools should do more than simply teach students how to use technology; they should foster spaces where students can reflect, ask questions, and develop the courage to navigate the digital world.

Vietnam's decision to teach AI from grade 1 is a bold step, but if this effort only focuses on teaching how to use specific applications or algorithms, children will only become tool operators, not critical thinkers.

AI is not just a tool; it is a system that organizes information, remembers search behaviors and gradually shapes a personalized worldview.

Without guidance to recognize this, children may easily be swayed by algorithms and lose the ability to think critically, rather than mastering technology.

Many parents and educators worry that children will become dependent on devices, reduce social interaction, and lose essential life skills if exposed to technology too early.

They also express concern about ethical and privacy risks, especially when children cannot yet comprehend the dangers of sharing personal data online.

If AI is introduced in elementary schools, I suggest AI classes begin with thought-provoking questions: For instance, if a robot grades your essay, would you think it can do a proper job? What can Google teach you that a book cannot? Where is your personal data stored, and who has access to it?

These questions not only open space for exploration but also help lay the foundation for ethics and reflective thinking, which are crucial skills for growing up in the age of machine learning.

Many educators argue that while bans may be well-intentioned, they fail to address the root of the issue. Bans do not stop kids from using technology. In fact, the more children are restricted, the more they find ways to circumvent the rules.

More importantly, platforms like TikTok and Instagram are not neutral spaces; they are designed to maximize user engagement, collect behavioral data and promote addictive content.

Instead of merely blocking access without explanation, it is essential to help children understand how these platforms work, fostering awareness and habits that encourage responsible technology use.

Education, therefore, cannot simply stop at teaching technology use. It must also equip children with critical thinking and media analysis skills, data security awareness and ethical perspectives when interacting with technology.

Vietnam aspires to be a pioneer in AI, but for this vision to be sustainable and to minimize risks, it must create a generation of digital citizens who are not only proficient in tools but also possess critical thinking, understanding and responsibility.

This requires teachers who are not only skilled in teaching technical skills but are also able to guide discussions and instill values.

The curriculum must go beyond algorithms, integrating legal, ethical and communication aspects.

The concern is not that children are exposed to technology too early, but that adults—teachers and parents—are leaving children in a digital world full of temptations without direction.

Education, therefore, should not control from behind nor impose from ahead; it should walk alongside as a guide.

Perhaps the most important question is not when to begin teaching AI but whether we, as parents, teachers and the entire education system, are ready for a generation that knows how to question the very technology with which they are growing up.

*Pham Hoa Hiep is a lecturer.