Wang Ziqi

Wuhan Britain-China School

Abstract：

With the rapid development of AI technology, generative AI is reshaping teenagers’ learning and career planning. This study adopts questionnaire, semi-structured interview, data analysis and literature research methods to investigate 300 teenagers aged 12-16 in Wuhan and 20 other participants. The findings show most teenagers have a basic understanding of intelligent informatization, with AI participation rate increasing with age; generative AI enhances learning but also causes dependency, educational inequality and career anxiety. Finally, three strategies (tiered AI literacy, bridging access gap, cultivating human-AI collaboration skills) are proposed to promote responsible AI education.

Key Words：

generative AI; education; teenagers; learning transformation; AI literacy