The first phase of the European project DigiYouth – Digital Youth Initiative in Europe included an analysis of the relationship between young people, educators, and artificial intelligence across the partner countries. The aim was to understand how digital transformation was affecting new generations and, in particular, young people experiencing greater vulnerability.
Artificial intelligence represented a significant opportunity for learning, creativity, and access to information, but it also highlighted new challenges related to digital skills, the ability to evaluate information, data protection, and awareness of the risks associated with the use of new technologies.
Through Work Package 2 (WP2), the project analysed the level of AI literacy among young people aged 15–25 and explored how educators and youth workers integrated artificial intelligence tools into educational practices. The research also identified training needs, required digital and AI-related skills, and the main technical, ethical, and infrastructural barriers that limited AI adoption.
Particular attention was given to vulnerable young people, for whom limited access to technologies and insufficient digital competences could increase existing inequalities. The research highlighted the importance of accompanying technological innovation with inclusive educational pathways that promote a conscious, safe, and responsible use of artificial intelligence.
The WP2 methodology adopted a mixed and cross-country approach, combining desk research, quantitative surveys, and qualitative interviews. This process made it possible to collect data from different national contexts, identify good practices, and define the training needs of young people, educators, and youth workers.
The results contributed to the development of future educational strategies and European policy recommendations, promoting a more inclusive and accessible approach to artificial intelligence. DigiYouth highlighted that AI can become a tool for growth, empowerment, and participation for all young people, including those in vulnerable situations, when supported by adequate skills, educational guidance, and equal digital opportunities.
Author: Ms Enza Procopio – JUMP Staff (Italy)