The growing presence of Artificial Intelligence (AI) in education has sparked debates about the need for effective digital literacy. Experts argue that digital education in schools must prepare students to understand issues of digital ethics and the influence of algorithms.

Torabit founder Stephanie Jorge argues that digital education cannot be limited to teaching technical skills, such as programming or browsing the internet. “Artificial intelligence is not neutral; it replicates patterns and carries biases, and students need to be aware of this,” she explains. For her, the key to the conscious use of AI is teaching students to ask questions such as: “Who programmed this? In whose service? What is being collected as I type? How can this technology be used to expand or limit possibilities?”

Marcel Costa, the founder of IntegralMind, adds that digital literacy must integrate technology with human skills, such as ethics, emotion, and social thinking. “It’s not enough to train technical specialists; we need to educate conscientious citizens,” he says. According to him, effective education must ensure that teachers are trained as educational leaders with emotional sensitivity and ethical competence when it comes to AI.

The Risks of Excessive Exposure to AI

Both experts point to significant ethical risks in the constant interaction of children and young people with algorithms. Stephanie emphasizes that excessive reliance on AI can stifle critical thinking. “When a young person gets used to receiving only what the algorithm deems relevant, they lose the ability to explore on their own,” she warns. The solution, she says, is to create spaces where mistakes, curiosity, and discovery can occur without interference from algorithmic systems.

“Reading a book without automatic recommendations, watching a movie without endless suggestions, exploring ideas without a system determining what comes next,” she says.

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Costa emphasizes that privacy is also a cause for concern. “The constant monitoring of children by algorithms can harm their emotional and social development,” he says. In his view, clear regulations on the use of personal data and critical education on digital privacy are essential to mitigating this problem.

Another danger highlighted by Costa is the reinforcement of stereotypes and discrimination due to unconscious biases in algorithms. “We need ongoing audits of these systems and an educational approach that prepares students to identify and question AI-generated content,” he suggests.

The Role of Public Policy in Digital Inclusion

Ensuring equitable use of AI in education also depends on effective public policies. Experts say that government initiatives cannot be limited to the distribution of electronic devices, as if it were merely a matter of infrastructure.

Stephanie warns of the risk of a digital divide: “Today, while the most privileged learn to code and understand the workings of AI, the most vulnerable are trained to follow commands and consume without question.” In her view, it is essential that critical digital literacy be part of school curricula.

“This means regulating the collection of data from children, ensuring diversity in the development of these technologies, and promoting curricula that teach students to think algorithmically—not just how to use digital tools,” says the expert.

Costa adds that it is necessary to provide high-quality digital infrastructure in all schools, especially in underserved areas. He also emphasizes the importance of strict technical standards to ensure transparency and fairness in educational applications of AI.

“Educational policies must ensure that AI serves as a tool for personalizing instruction, addressing the specific needs of vulnerable students and ensuring equitable learning tailored to individual circumstances,” he argues.

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