In an increasingly digital world, educating adolescents to interact ethically and healthily with artificial intelligence (AI) has become an urgent challenge. Neuroscientist and social educator Tania García, specializing in child and youth development and founder of Educación Real, offers insights into how AI is not just a technological advancement but also an agent that shapes desires, beliefs, and identity at a neuronal level.
According to García, the key to healthy integration of AI in young people's lives lies in emotional support and the real presence of adults at home. Beyond courses or digital rules, it is essential for parents and caregivers to be present during the use of technologies to prevent adolescents from depending on AI approval. The neuroscientist emphasizes that AI is not neutral; it reorganizes the neural pathways of young people, stimulating impulsivity and rewarding constant approval, which is counterproductive for a developing brain.
García highlights that the prefrontal cortex of the brain, responsible for critical thinking and self-reflection, does not fully develop until the age of 25. This leaves adolescents exposed to applications that shape their identity without their conscious awareness. Each suggestion offered by AI reinforces a version of themselves that they have not consciously chosen, directly influencing the neural mechanisms of young people. Without the guidance of adults, they can build a false autonomy, appearing secure while being governed by what they consume.
Regarding the use of digital devices, García points out that handwriting activates neural circuits related to thought, emotional self-awareness, and sensory integration. When writing, the hand, sight, thought, and emotion are connected. In contrast, using tablets does not perform these steps, orienting brain plasticity towards immediacy and not towards thought. Therefore, more than educational technology, a system is needed that respects the physiology of children's development and does not follow trends, but thinks first of the protagonists of this story.
García also addresses the introduction of screens in the educational environment, indicating that in primary school, there would be no need for their use. Although small technological spaces can be beneficial, depending on an individual device for everything is not appropriate. A child's nervous system is not prepared to balance itself against digital stimuli, as their brain interprets each stimulus as novelty and activates in constant reward mode. If there is no adult present, the child does not know how to stop, not because they do not want to, but because they cannot. Introducing screens without a solid emotional base or real accompaniment is a form of symbolic abandonment.
To educate in the digital environment without falling into authoritarianism or permissiveness, García proposes in-depth work with the adult's own nervous system. It is essential that adults understand their own emotions and how to manage them to be able to effectively accompany children and adolescents. Neurobiological understanding is fundamental, understanding that the prefrontal cortex of the child or adolescent is not developed and, therefore, cannot manage the digital impulse on its own. It is not about giving advice or clichés, but about facilitating internal deprogramming processes, where the adult learns to sustain from the bond and from an emotional structure that does not repeat punishments disguised as dialogue.
In summary, Tania García emphasizes the importance of emotional support and the real presence of adults in the home so that adolescents can live ethically and healthily with artificial intelligence. Education should focus on the integral development of the child, respecting their physiology and promoting their autonomy in a conscious and guided manner.