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Jul 28, 2025
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Aug 7, 2025
Published
Sep 22, 2025
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Abstract

The pervasive influence of artificial intelligence (AI) and digital technologies in children's lives necessitates a balanced approach to parenting in the digital age. This article examines how to raise children who are technologically adept while maintaining their cognitive, social, and emotional well-being. Through a comprehensive literature review, we explore the dual impact of AI-driven tools on education and development, highlighting both their potential benefits such as personalized learning and enhanced problem-solving skills and their risks, including excessive screen time, privacy concerns, and reduced face-to-face interactions. The study employs a mixed-methods approach, combining qualitative insights from parents and educators with quantitative data on childrens tech usage patterns. Findings suggest that while AI can significantly enrich learning experiences, its unregulated use may hinder critical developmental milestones. We propose actionable strategies for parents to set healthy digital boundaries, for educators to integrate AI responsibly in classrooms, and for policymakers to enforce child-centric tech regulations. The discussion emphasizes the importance of fostering digital literacy alongside offline activities to ensure holistic child development. By bridging research and practical recommendations, this article contributes to the ongoing dialogue on nurturing well-rounded, tech-savvy children in an increasingly AI-driven world.

Keywords

AI and kids Healthy tech use Kids' data privacy Parenting in the digital age Ethical AI in schools

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Author Biography

Sayed Mahbub Hasan Amiri, Dhaka Residential Model College

Amiri, Sayed Mahbub Hasan is a dedicated and visionary professional committed to advancing education through innovation, technology, and collaborative leadership. With a passion for lifelong learning and a track record of excellence, he has established himself as a pivotal figure in curriculum development, digital content creation, and educational reform, both nationally and internationally. As a Master Trainer under the Directorate of Secondary and Higher Education in Bangladeshs Ministry of Education, Amiri has spearheaded curriculum design, digital content development, and Advanced ICT training programs, empowering educators to thrive in evolving technological landscapes. His expertise extends to authoring training manuals for Advanced ICT under the TQI-II project and crafting model secondary-level educational content, ensuring alignment with modern pedagogical standards. In recognition of his exceptional contributions, he earned the Best Content Developer Award on the Teachers Portal and were honored as a National Competition Winner by a2i (Access to Interface) under the Prime Ministers Office for pioneering educational solutions. A creative force in educational media, Amiri has authored content for Bangladeshs historical national newspaper, The Daily Ittefaq, and produced engaging video scripts and e-Learning tutorials for platforms like Muktopaath and a2i. His leadership in education was further celebrated with the Education Leadership Award 2018 from DSHE. Globally, he is acknowledged as a Microsoft Innovative Educator Expert (2018present), driving tech-integrated teaching practices, and holding credentials as a Google Registered App Developer, blending technical acumen with educational insight. Committed to fostering inclusive, future-ready learning environments, Amiri continues to bridge technology and education, inspiring educators and learners alike to embrace innovation. His work emblematizes a steadfast dedication to elevating educational quality, accessibility, and impact locally and beyond.

How to Cite
Amiri, S. M. H. (2025). RAISING TECH-SAVVY BUT BALANCED KIDS IN THE AI ERA. SocioEdu: Sociological Education , 6(2), 118-131. https://doi.org/10.59098/socioedu.v6i2.2581

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