That's a very good question. That is at the heart of all of our work and what we believe in. We need to be ensuring that young people are critical thinkers in this moment—actually, that all Canadians stay critical thinkers and that they use their own human judgment. In all of our programs, this is at the centre of what we're teaching: How do you think critically and not have AI replace your part in the thinking, which you want to keep, but also use it as a tool when it makes sense?
Again, as you mentioned, I think one of the biggest risks is that they're using this in their personal lives. They're asking social, personal questions about their relationships to AI chatbots, in isolation, on their own, at home.
We've created programming, as I mentioned, in partnership with the Canadian Commission for UNESCO, for example. We have young people—because research also shows that young teenagers tend to look up to people just a few years older than them—and we've worked with Canadian content creators in Canada to teach short AI literacy learning experiences through storytelling.
We had, for example, a young Canadian woman in Vancouver who talked about testing, asking a chatbot if she should break up with her boyfriend or not. She actually gave a scenario, and the chatbot told her to break up with her boyfriend. Then she gave the scenario from his view, and it was telling him not to break up with her. The point of the story is that she was trying to explain to young people, “Do not give up your human agency. Do not give up your free will and your own judgment and ask questions like this about your social life to a chatbot.”
Those are some of the creative ways we've been trying to address the problem in real time.