From digital savvy to democratic responsibility: how young citizens engage with AI

Citizens primarily develop their understanding of AI through personal experience and media representations. International research (Kong, Cheung, and Zhang 2022; Chan and Hu 2023; Ng et al. 2023; Mansoor et al. 2024; Walter 2024; Wang et al. 2025; Humburg et al. 2024) reveals a nuanced picture of young people’s perceptions and uses of AI. Oblak Črnič (2020) differentiates between teachable, competent, and vulnerable youth, emphasizing that no single category adequately captures their complex relationship with technology. Although popular labels such as “digital natives” (Prensky, 2001), the “networked generation” (Tapscott, 1998; Rheingold, 2012), and the “app generation” (Gardner and Davis, 2013) have long portrayed youth as technologically adept, empirical studies highlight a persistent gap between perceived and actual digital competence (Hargittai, 2010; Kirschner and van Merriënboer, 2013; Porat, Blau, and Barak, 2018; Oblak Črnič, 2025).

Youth tend to exhibit greater familiarity with digital technologies, largely due to their psychological flexibility and adaptability (Nikolenko & Astapenko, 2023). Consequently, they are not merely users but active co-creators of digital media and technologies (Vartiainen et al., 2025). However, AI-driven decision-making, which promises “instant optimal solutions to complex problems” (Konig, 2023), risks diminishing pluralistic deliberation and may undermine the integration of diverse perspectives essential for democratic governance. Against this backdrop, this study examines how young citizens engage with AI critically and responsibly, and how such engagement manifests in practice. To explore these questions, we draw on extensive nationally representative data, employing both qualitative and quantitative methods. The survey includes 1,488 high school students and 545 young adults, while 41 Slovenian participants aged 16–24 contributed to the focus groups.

Our findings suggest that the initially cautious, sceptical, and experimental engagement with AI has evolved into a more deliberate and purposeful use, particularly among youth identified as “first” (Oblak & Brečko, 2025) or “emerging citizens” (Oblak, 2023), who actively reflect on the ethical and social implications of AI. The data further reveal a considerable degree of critical reflection on AI among young people, although patterns of appropriation remain uneven, especially among different socioeconomic groups.

With the findings, we want to underscore the need for targeted educational strategies that foster equitable digital empowerment and critical AI literacy among youth. As AI becomes increasingly embedded in everyday life, ensuring that young citizens can engage responsibly and reflectively is essential for their personal agency as also for the resilience of democratic societies. By situating youth AI practices within the broader context of democratic participation, this study contributes to understanding the interplay between emerging technologies and civic engagement, especially among younger citizens.