We love a good rags-to-riches story. We cheer when we hear how Oprah Winfrey overcame poverty and became a household name, or J. K. Rowling’s journey from single mother to billionaire. And while these life paths are definitely inspiring, we often overlook the much more simple accomplishments around us: a child learning to read and write as the first person in their family. A youngster who has opportunities to live a much more safe, gratifying and successful life than anyone in their bloodline. For the people of the next generations, education is the key to a better life, and in our modern world, this ideally includes digital skills.

By 2027, the e-learning market is expected to be worth over $460 billion. However, the sad fact is that most of the world’s school-aged children do not have internet connection in their homes, therefore, they cannot develop this necessary skillset as easily as their more privileged counterparts. Providing basic education in all areas, but specifically in digital skills, is a fundamental challenge of our times.

Four key promises have emerged for AI: using it in classrooms could supporting teachers’ roles through augmentation and automation, refine assessment and analytics in education, help develop digital literacy, and even personalize learning content and experience.

Indeed, these elements could provide great help when it comes to giving a high level of education. In more economically vulnerable areas especially, there is a worldwide shortage of teachers, who are often overworked and underpaid, making it challenging for them to focus on children to a sufficient degree. In the classroom, provided that a stable internet connection and laptops would be given in several places, AI tools could be utilized for various purposes. When it comes to writing the structure of a text, ChatGPT, Gemini and Gamma could teach children certain methods. Quillbot and Trinka could be useful in improving writing style, while generating text, data, or illustration might be aided by Adobe Firefly and Tengr.AI.

However, as of now, this is a utopia. Rather, high-level digital skills can be taught to children who already have some opportunities. This is something to be celebrated, but those who are left behind due to poverty and lack of access should be reached too. Legislative efforts are a necessity, to pour more resources into a holistic, skills- and rights-based quality education. UNICEF calls for a holistic approach to digital literacy, in terms of skills, stakeholders and connection with traditional literacy. Indeed, the contributions of not just governments, but the private sector as well is much welcome in high-areas.

After all, the goal is to put AI into the service of humanity. Although I wholeheartedly agree with this sentiment, I would also argue that we should put humanity in the service of our youth. Embeddedness of government bodies into education, in cooperation with private entities and civil groups can create the kind of commitment that could facilitate the right to education for all children, regardless of their background. This investment would be returned, in the form of useful citizens, a thriving economy, less crime, more public safety, and perhaps even a utopia of children experiencing the kind of social mobility we do not often hear about, but is, despite its quiet nature, the most vital of all: someone being the first in their family to live in security.

Mónika Mercz, JD, is specialized in English legal translation, Junior Researcher at the Public Law Center of Mathias Corvinus Collegium Foundation in Budapest while completing a PhD in Law and Political Sciences at the Károli Gáspár University of the Reformed Church in Budapest, Hungary. Mónika’s past and present research focuses on constitutional identity in EU Member States, with specific focus on essential state functions, data protection aspects of DNA testing, children’s rights and Artificial Intelligence.