Tablets for disadvantaged children in Romania

During this reporting period, our work has focused less on expanding equipment and more on understanding how young people engage with the digital tools they already have access to.

In several informal sessions organized with small groups of youth, we observed how technology is increasingly used not only for entertainment, but also as a support for schoolwork and personal interests. In this context, artificial intelligence tools have naturally become part of their digital environment.

Through guided discussions and simple exercises, some participants explored how AI can assist with structuring homework, generating ideas, or explaining difficult concepts. For example, during one session, a student used an AI-based tool to better organize an essay, while another experimented with generating visual content to illustrate a story. These moments, although modest, showed how access to digital tools can support confidence and curiosity.

At the same time, these interactions also revealed important challenges.

Without proper guidance, young people may rely too heavily on AI tools, using them to complete tasks without fully understanding the content. In several conversations, participants themselves expressed uncertainty about when and how it is appropriate to use such tools. This raises important questions about critical thinking, authenticity, and responsible use of technology.

We also noted that for some youth, especially those already facing educational gaps, the ease of AI-generated answers can become a barrier rather than a support—reducing motivation to engage deeply with learning processes.

For this reason, our approach has been to introduce not only access, but also reflection.

During facilitated group discussions, we encouraged participants to question:

• what it means to learn versus to generate answers,
• how to verify information,
• and why their own voice and understanding remain important.

These conversations were simple but meaningful. They helped shift the focus from “what technology can do” to “how we choose to use it.”

This period has reinforced an important lesson for our work:
digital inclusion today is not only about providing devices, but also about supporting the development of responsible and conscious digital habits.

Looking ahead, we aim to continue integrating these reflective practices into our activities—ensuring that access to technology goes hand in hand with guidance, critical thinking, and a sense of responsibility.

We remain grateful for your continued support, which allows us to stay close to the real experiences of young people and respond thoughtfully to a rapidly changing digital landscape.