A few months ago, I visited a girls’ elementary school to meet with first-grade teachers. As the session concluded, and I was about to leave, the school’s vice-principal, with a smile, suggested: “Would you like to participate in the religious celebration for the third-grade students for a few minutes?”

It was an unexpected invitation. I attempted to politely decline, but the vice-principal’s smile indicated there was no escape. “Now that I’m going to speak, what should I say?” I inquired. She confidently replied, “Just say the things that are always said at these ceremonies. It’s not difficult!”

We walked together to the prayer hall. I had only a few moments to gather my thoughts. But what could I say that would resonate with these children?

As I stood behind the podium, I looked at their small, curious faces. I couldn’t be cliché. I decided to share a personal story. “Let me tell you a story … the story of my mother and me.” Their eyes lit up. Children love stories.

I continued: “My mother always asked me to tell her grandchildren to use their phones less when they came to her house. She said, ‘I want them to be truly present when they’re with me, not lost in their phone screens.’”

At that moment, one of the children excitedly asked, “What’s your mother’s name?” I smiled and said, “Mom Bahar.” A group of students exclaimed enthusiastically, “We have a Bahar too!”

I continued that one day, my mother asked me, “How do these phones even work?” To explain, I tried to introduce artificial intelligence in her own language. When she understood that my phone could hear, analyze, and respond, she said with astonished eyes: “Then ask this artificial intelligence what to do for my knees!”

Suddenly, the classroom erupted! Someone asked, “Which artificial intelligence do you use?” Before I could answer, several others excitedly responded: “ChatGPT is the best!” “No, Copilot is more accurate!” “Gemini is smarter!”

Each of them enthusiastically spoke about their favorite features. They were third-grade students … yet, in the world of artificial intelligence, they were ahead of many adults.

I glanced at the teachers, the vice-principal, and the principal. Their eyes were wide open. It was as if they were seeing for the first time how the new generation has grown up with technology, how they live it.

And I, right there, understood a simple but terrifying truth: Education is still trying to keep children away from phones, but it doesn’t even have a specific plan for teaching the proper use of artificial intelligence.

In the future these children will live in, artificial intelligence is not a tool, it’s a language. And if education still seeks to close the doors to this new world, who will be responsible when this generation leaves school and we were not ready for them? Our schools must change, before they fall behind forever …

The Generational Divide in the Age of Technology: Challenges and Opportunities in Artificial Intelligence Education

Hossein Talebzadeh — Department of Social Sciences, Farhangian University of Tehran

Introduction

With the rapid advancement of technology, new generations are growing up in an environment where their learning methods and interactions with the world are fundamentally different. This has posed significant challenges for educational systems, families, and teachers. The narrative illustrates how third-grade students are already familiar with AI concepts, while the educational system is still grappling with limiting mobile phone usage. This highlights the generational gap in understanding and utilizing modern technologies.

Discussion

• Educational Challenges: Traditional systems emphasize outdated methods, while students use AI and digital tools. Without planning, inequality grows. Solutions: revise curricula, train teachers, implement blended learning.
• Shifting Social Values: Older generations emphasize direct communication, while children rely on digital tools. Instead of prohibition, families and schools must teach responsible use.
• Psychological Impact: Today’s children multitask, process information rapidly, and learn digitally. Risks include reduced concentration, device dependence, and weaker social skills. Promoting responsible use is essential.

Conclusion

Schools can no longer rely on traditional methods; they must embrace technology and adapt learning accordingly. Teachers must become facilitators and designers of learning paths. Parents must balance family values with the digital world. If education fails to align with the needs of the new generation, children will forge their own path without it—and then, there will be no opportunity to accompany them.