The Significance of Youth Voices in Shaping and Implementing Artificial Intelligence for Learning and Education

Latifa ZIANE BOUZIANE
Hassiba Benbouali University, Chlef, Algeria
zianebouzianelatifa@gmail.com
https://orcid.org/0000-0003-0833-5967

Abstract

There is tremendous potential for artificial intelligence to transform learning and education. But, for the technology to truly flourish, it requires insight from its most important stakeholders, young learners. The importance of youth voices in AI for education posits that the youth should not merely be on the receiving end of AI-informed educational experiences but proactive agents with important contributions. Educators who intersect with serving the needs of young students, outstanding fluency in technological tools among their peers, and idea-generative specialists can help direct how AI offerings should be created to make more engaging ones that work efficiently while accommodating them. In this article, the investigation describes how workshops, surveys, and co-creation initiatives are necessary ways to promote youth participation. The article, therefore, advocates for youth-friendly interventions (workshops, surveys) and co-creation processes. They round out by suggesting that the representation of youth voices in the design and practice of AI for education will not only be impactful but also expected. The future depends on the potential of young minds, so technological advancements must serve as enablers rather than obstacles to progress. The insights presented here highlight the importance of actively engaging young people in AI development and outline some of the obstacles they encounter, along with strategies for empowering them to contribute to the future through intelligent educational systems.

Keywords: Artificial intelligence, contribution, education, learning, students, technology, youth

How to Cite this Paper :

Ziane Bouziane, L. (2025). The Significance of Youth Voices in Shaping and Implementing Artificial Intelligence for Learning and Education. Atras Journal, 6 (1), 137-150

DOI: https://doi.org/10.70091/Atras/vol06no01.9

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