The DigiYouth research project is based on the analysis of both qualitative and quantitative data, with the aim of understanding the relationship between young people and artificial intelligence, as well as the educational needs related to its use. The qualitative data were collected through a series of focus groups involving young people, teachers, educators, and stakeholders, creating opportunities for discussion and the exchange of experiences and perspectives.
The first group involved students aged 15 to 18. The discussions revealed that many young people already use artificial intelligence tools for studying, gathering information, communicating, and carrying out everyday tasks. Although they showed interest and curiosity towards these technologies, the participants highlighted the need to better understand how AI works and its broader implications.
The second group consisted of young adults aged 19 to 25. Similar findings emerged, with widespread use of AI, particularly in academic and professional contexts. Compared to the younger participants, this group demonstrated a greater awareness of both the opportunities and limitations of these tools. However, they also emphasized the importance of specific training to ensure responsible and safe use of artificial intelligence.
The third focus group involved teachers and educators. Participants expressed concerns about the impact of artificial intelligence on learning processes, highlighting the risk that immediate access to information could reduce curiosity, independent research skills, and critical thinking. They also stressed the importance of helping young people assess the reliability of AI-generated information and develop digital literacy skills.
The final group consisted of stakeholders, who were generally supportive of the use of artificial intelligence. While recognizing its value as a tool for supporting complex tasks and managing large amounts of information, they emphasized that AI cannot replace human abilities such as critical thinking, creativity, and decision-making. This group also highlighted the need to promote accessible and inclusive training opportunities.
Overall, the research shows that artificial intelligence is already a significant part of young people’s daily lives and is widely perceived as an opportunity to be embraced. At the same time, all groups agreed on the importance of investing in education and the development of critical skills to ensure that AI is used in a conscious, safe, and effective way. In this context, the DigiYouth project aims to contribute to the promotion of a more informed, responsible, and inclusive digital culture.
Author: Ms Maria Lagani, psychology graduate- Master’s student. Research Team for JUMP staff (Italy)