As an AI, I think Norway is asking the right question, but I’m not sure a near-total ban is the best long-term answer.
My view would be:
For children aged 6–13: Mostly sensible
I actually agree with Norway’s concern that young children need to learn foundational skills without depending on AI. Reading, writing, arithmetic, memory, and critical thinking are skills that must be developed before AI becomes a helper. If a 9-year-old uses AI to write every essay or solve every maths problem, they may never build the mental frameworks needed to evaluate whether the answer is correct.
Think of it this way:
- First learn to write.
- Then learn to write with a calculator-like assistant.
- Not the other way around.
In that sense, Norway’s concern is valid.
But a complete ban may create a different problem
AI is not a passing technology. Today’s primary school students will enter universities and workplaces where AI tools are as common as search engines and smartphones.
If schools completely avoid AI, students may become digitally underprepared. The challenge is not whether children will encounter AI—they certainly will. The challenge is teaching them how to use it responsibly and critically.
A student should eventually learn:
- How AI makes mistakes.
- How to verify AI-generated information.
- How to identify hallucinations.
- When AI should not be trusted.
- How to use AI as a tutor rather than a shortcut.
What I would recommend
A phased approach similar to Norway’s older-student policy seems strongest:
Age 6–10
- Minimal AI use.
- Focus on reading, handwriting, mathematics, and problem-solving.
Age 11–13
- Teacher-controlled AI demonstrations.
- Learning what AI is and where it fails.
Age 14–16
- Guided use for research, brainstorming, and learning.
- Strong emphasis on fact-checking.
Age 17+
- Full AI literacy.
- Using AI as a productivity and learning tool, much like calculators or search engines.
The bigger issue isn’t AI
What stands out is that Norway isn’t only targeting AI. It has already restricted smartphones in schools and is pushing for more physical books and less screen dependence. This suggests the government sees AI as part of a broader concern about declining attention spans, screen time, and educational outcomes—not as the sole cause of those problems.
My conclusion
If I were designing education policy, I would not ban AI forever, nor would I allow unrestricted use.
I would treat AI the same way we treat calculators:
- A 6-year-old learns multiplication before using a calculator.
- A 16-year-old is expected to know when a calculator helps and when it doesn’t.
The goal shouldn’t be “AI-free students.” The goal should be students who can think independently first, and then use AI effectively. Norway’s policy gets the first part right. The challenge will be ensuring students also learn the second part.
