Our kids’ future with AI and the social implications of screen time today.
The other evening, during one of the social gatherings in the lead-up to the Marsaskala festa, I was standing near the food stall chatting with friends when I bumped into someone I’ve known since my Żejtun community days.
As we caught up about life, family, and old memories, he leaned in a bit and said, “Ray, my teenage son is always on AI apps —using them at school, using them at home—and honestly, I’m worried. On top of that, he’s stuck to his screen almost all the time. Is this really the future?”
His tone was genuine. Concerned. And he’s not alone. Many parents I speak to are asking the same question. So right there, over the buzz of the festa crowd and the distant sound of band rehearsals, I shared a few thoughts.
AI Is Already in the Classroom — Just Like Google Was
I told him, “You know, this kind of worry isn’t new. Remember when Google first came out? Or Yahoo and Ask Jeeves? People panicked then too.” We laughed, both remembering those days when we used to connect via a Dial UP internet connection after 8pm.
Back then, many thought search engines would destroy education. Teachers said kids would just copy and paste everything and stop thinking for themselves. But what happened? Google became a daily tool—for school, health, directions, travel, recipes… even apply and receiving services digitally and on their smart phones.
So, I told him, “AI is going through the same moment. The difference? AI doesn’t just give you answers—it writes them. That’s powerful. But just like with Google, what matters is how we teach our kids to use it wisely. Not to replace their thinking— but to sharpen it.”
It’s Not About Replacing
Thinking—It’s
About Strengthening It
Still holding his drink, he nodded, “So you’re saying it’s not the tech—it’s how it’s used.”
“Exactly,” I replied. “If your son’s using AI to help explain a difficult topic or brainstorm ideas for a project, that’s not cheating—it’s smart, if he still understands what he’s learning. But if he’s copying blindly, that’s when the problem starts.”
We agreed that schools shouldn’t treat AI like a threat—they should treat it like a tool that needs guidance. And as parents, we don’t need to be tech experts—we just need to stay interested and involved.
What About Screen Time?
He took a sip of his drink and looked around. “But seriously, Ray… he’s on his screen all the time. Not just AI. Everything. I barely recognise him without a phone in his hand.”
I smiled. “You’re definitely not alone. Screen time is the issue of the decade. But here’s what I always tell people: it’s not just about how much screen time—they’re all on screens. It’s about what they’re doing on them.”
If your son’s spending three hours on TikTok doing nothing—then yes, that’s a red flag. But if he’s learning, watching a documentary, researching, creating something—it’s different.
We agreed that it’s all about balance, and that as adults, we have a role in guiding—not just nagging.
The Digital World Needs Ethics and Empathy
Then he told me something more serious. His son had been part of a group chat where one of the kids got harassed. It shook the boy up. “Ray,” he asked, “Is this just how kids talk now online?”
I shook my head. “It’s becoming too common—and it’s why just last week in Parliament; we updated Malta’s Criminal Code to officially include cyberbullying and cyberstalking as criminal offences.”
That got his attention.
I explained, “It’s no longer ‘just online.’ Abuse is abuse. We need to make it clear—whether in person or through a screen,
respect matters. And that’s why it’s just as important to teach kids about online ethics and empathy as it is to teach them how to use AI.”
He nodded, visibly relieved to hear that something is finally being done on a national level.
The Role of Schools and Parents
He then continued to ask, “So what do we do—us parents? We’re not teachers.”
I told him, “But you’re your son’s first teacher.” And then I added, “Ask him things. Not in a police way—but in a curious way:
What did you use AI for today?
Did it help you understand something?
What did you learn that made you think twice?”
These little conversations create trust. And schools need to create safe spaces too—not to punish AI use, but to guide it. Let kids explore—but with structure and support.
Malta’s Next Step
Understanding that I am actively involved in parliament on these digital topics, he asked, “And what about as a country—what should Malta do?”
I laid it out simply:
By 2026, AI needs to be part of our curriculum, not just a side topic.
Teachers need real training—tools, not just theory.
And we need community education—even family workshops in local councils—so that every parent, even those who aren’t tech-savvy, understand the basics.
“Remember how we brought tech training to local councils years ago?” I asked him. “It worked. And we can do it again—with AI.”
“Your son’s growing up in a digital world we never had— but with your guidance, he won’t get lost in it. He’ll lead in it.”
Let’s not fear AI. Let’s guide it. Let’s raise kids who use technology with wisdom, with purpose, and with empathy.
Ray Abela is a Member of Parliament, digital educator, and long-standing community leader. He believes Malta’s future depends not only on embracing innovation—but on preparing families and educators to shape it with heart, integrity, responsibility and resilience.