'Don’t Let Artificial Intelligence Raise Our Children': Reflections from parent education event
MA in Digital Education student Maria Pavlopoulou reflects on a recent event, which she co-delivered in Athens, that explored the experiences of children and parents of the growing influence of AI.
During this final year of my postgraduate studies at the University of Leeds, I recently co-delivered a public engagement event entitled ‘Don’t Let Artificial Intelligence Raise Our Children’, focusing on the growing influence of AI on children’s everyday lives and the critical role of parents and educators in this rapidly evolving landscape.
The event, held at the Evangeliki School of Smyrna in Athens, brought together parents, educators, and members of the wider community to explore how artificial intelligence is already embedded in children’s digital experiences – from social media algorithms and AI-driven games to chatbots and learning applications. Rather than adopting a technical approach, the session aimed to raise awareness, provoke reflection, and offer practical strategies for supporting children’s digital and emotional development.
Key themes included how algorithms shape children’s preferences and behaviours, the risks associated with deepfakes and misinformation, the growing tendency for children to turn to AI systems for guidance or emotional support, and the importance of developing digital resilience. Central to the discussion was the idea that while AI can be a powerful educational tool, it must never replace human relationships, dialogue, and parental presence.
The event was highly interactive, incorporating live polling and audience discussion, which highlighted parents’ concerns, uncertainties, and desire for guidance. These conversations reinforced the importance of adult mediation, critical digital literacy, and shared exploration of technology with children, rather than surveillance or prohibition.
I was particularly honoured that my MA supervisor, Professor Chrissi Nerantzi, attended the event. Her presence and engagement underscored the strong connection between academic research in digital education and real-world educational practice. The event served as a powerful example of how research-informed dialogue can support families and communities in navigating complex technological challenges.
This experience has further strengthened my commitment to bridging theory and practice in digital education, and to contributing to inclusive, ethical, and human-centred approaches to AI in learning contexts.
Maria Pavlopoulou (left) and Stefanos Alifierakis presenting
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