“He Just Does Everything Right. He’s Simply Smart” – Young People’s Perspectives on AI

“AI and Me – In an Artificial Relationship” is the motto of Safer Internet Day 2026. AI applications are no longer used just for homework, but also as advisors and conversation partners. This blog post takes a look at young people’s experiences with AI and shows that schools and parents often lack opportunities to discuss the role of AI in our daily lives. Safer Internet Day offers a good opportunity to start this conversation.

by Claudia Lampert & Kira Thiel

The use of generative AI, particularly ChatGPT, has become a common practice among young people online. According to the most recent EU Kids Online survey, which included 17 European countries, 72 percent of 13- to 17-year-olds have used generative AI within the past month (Staksrud et al., 2026). The JIM Study 2025 found that 91 percent of respondents use at least one AI application (62 percent in 2024) (Feierabend et al., 2025). Given these figures, the question is no longer whether young people use AI but how often, in what form, and for what purpose. (Feierabend et al., 2025, p. 61). While generative AI was initially tested out in a playful manner, it has now become an everyday tool for many, used in both school and leisure contexts (Feierabend et al., 2025).

As part of an international comparative study by the EU Kids Online research network, a closer look was taken at the role generative AI plays in young people’s everyday lives, the purposes for which they use generative AI applications, their knowledge and skills, and the extent to which their use is accompanied, supported, or regulated (Staksrud et al., 2026). For this purpose, qualitative interviews were conducted in 15 countries. At the Leibniz Institute for Media Research | Hans-Bredow-Institut (HBI), these interviews were conducted between April and August 2025 with 15 young people between the ages of 13 and 18 (Thiel et al., 2026).

AI Is an Integral Part of Young People’s Everyday Lives

For young people, generative AI is no longer an abstract topic of the future, but rather a part of their everyday lives. All of the young people surveyed had experience with AI-supported applications, either at school or through friends. However, it is clear that their usage is usually limited. The focus is primarily on ChatGPT, while other AI applications are used much less frequently. How often AI is used varies greatly and depends on the benefits that young people see for themselves.

In a school setting, AI is primarily used as a research tool and to create or revise texts and presentations. But even outside of school, young people are increasingly turning to generative AI to solve everyday problems and answer personal questions. In these situations, AI acts as a communication partner that is always available to provide feedback, develop ideas, and assist with decision-making.

“Like Google, Only More Precise”

For young people, generative AI differs significantly from previous digital offerings. Its interactive and communicative properties open up new forms of human-machine interaction, shaping how young people perceive AI and the properties they attribute to it. Ideas about AI are clearly linked to specific applications and contexts of use. They often arise in comparison with familiar technologies and in contrast to humans.

Chatbots like ChatGPT are often compared to search engines like Google. A particularly appreciated feature is that the answers are precisely tailored to the query, and the information is clearly provided without lengthy searches. The ability to respond directly to answers, ask follow-up questions, and refine results step by step is considered a key advantage of generative AI over traditional search engines.

“It’s Like Asking Someone for Help or Asking Your Teacher”

However, young people draw clear boundaries when comparing AI to humans. Unlike humans, AI has no body, feelings, personality, or experiences of its own. They see AI more as a technical system that is available 24/7 and knows “an abnormal amount,” but is not really present. At the same time, some describe AI as “omniscient” and more intelligent than humans.

“No, it doesn’t have feelings. What do you want with it? Besides, it’s not — what do you call it? Tangible. It doesn’t even have a face. You talk to your cell phone.” (Roxy, age 13)

It’s remarkable that young people are keenly aware of how closely AI mimics human communication. This behavior evokes various responses: some find it practical or helpful, while others find it irritating, alienating, or even slightly creepy. Regardless of how it is perceived, AI is seen as a communication partner who listens, responds, and assists with minor or major decisions.

“Artificial intelligence doesn’t judge you, so it will never do that. And […] I think it just understands you better. And besides, as I said, it will never judge you and is always so nice to you and stuff.” (Nayla, 16 years old)

In some cases, relationships resembling friendships are even described, especially where young people receive little attention in everyday life and feel understood by AI.

Little Consideration of Risks

The interviews with young people show that generative AI is perceived as a hybrid offering whose significance and function vary depending on the context of use and individual needs. Some young people seem more capable than others of exploiting the potential of AI technologies. However, it remains unclear how they address potential risks, such as disinformation, deepfakes, and false or incorrect information. Their reports suggest that they are exploring AI’s possibilities largely on their own and that neither home nor school provides a space to discuss the importance of AI in our everyday lives. Safer Internet Day is a good opportunity to discuss this issue together.

References

Feierabend, S., Rathgeb, T., Gerigk, Y., & Glöckler, S. (2025). JIM-Studie 2025: Jugend, Information, Medien: Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger [JIM Study 2025: Youth, Information, Media: Basic Study on Media Use Among 12- to 19-Year-Olds]. https://mpfs.de/studie/jim-studie-2025/

Staksrud, E., Mascheroni, G., Milosevic, T., Ní Bhroin, N., Ólafsson, K., Şengül-İnal, G., & Stoilova, M. (2026). European Children’s Use and Understanding of Generative AI. EU Kids Online 2026. https://doi.org/10.21953/researchonline.lse.ac.uk.00137132

Thiel, K., Lampert, C., & Memis, E. (2026). Generative KI aus Sicht von Jugendlichen. Eine qualitative Studie im Rahmen des Projekts „EU Kids Online“  [Generative AI from the Perspective of Young People. A Qualitative Study as Part of the EU Kids Online Project]. Hamburg: Verlag Hans-Bredow-Institut, February 2026. https://doi.org/10.21241/ssoar.108066

Weitere Links

To the research network EU Kids Online

To the German website of the research network

To the project website at HBI

Image: AI-assisted, created by Kira Thiel