The Norwegian government has decided to ban primary school children from using productive artificial intelligence tools. According to information provided by Reuters, the new regulation will come into force with the start of the 2026-2027 academic year. Prime Minister Jonas Gahr Støre said at the press conference where he announced the regulation that artificial intelligence tools may cause children to skip basic learning stages in the education process. The government emphasizes that students, especially in the early years, should focus on basic skills such as reading, writing and mathematics.
The new rules cover students in first through seventh grades. Children between the ages of approximately 6 and 13 will not be able to benefit from productive artificial intelligence services in the school environment. The Norwegian administration aims to prevent students in this age group from becoming overly dependent on digital tools in the process of obtaining information and solving problems. At the center of education policies is the ability of students to develop basic academic competencies through their own efforts.
Norway’s approach is not limited to primary school students. As you get older, the rules become more flexible. Accordingly, students between the ages of 14 and 16 will be able to use productive artificial intelligence tools, but this use will take place under the supervision of the teacher. A more liberal model is adopted for students aged 17 and over. Young people in this age group will be encouraged to use artificial intelligence tools responsibly and consciously.
Norway reconsiders use of technology in education policies
This decision towards generative AI is not Norway’s only regulation of the use of technology in education in recent years. The country decided to ban the use of smartphones in schools in 2024. According to the data shared by the authorities, after this application, there was a decrease in bullying cases, an improvement in students’ academic performance, and a significant decrease in applications to psychologists for mental health support. It is stated that the results obtained especially among female students are more evident.
In addition, the Norwegian government is considering other steps to limit children’s contact with digital platforms. A social media ban on children under the age of 16 is on the agenda in the country. The government is expected to submit the relevant draft law to the parliament by the end of the year. This approach is parallel to the policies of Australia, which has recently brought similar regulations to the agenda.
On the other hand, the effects of artificial intelligence tools on children are not only discussed in Europe. In the United States, new regulations regarding the interaction of artificial intelligence-based chat bots with minor users are on the agenda. The bill called GUARD Act, which is being discussed in the Senate and the House of Representatives, aims to oblige artificial intelligence companies to establish age verification mechanisms and limit the provision of certain services to underage users.
However, the scope of the bill has been narrowed in recent months. The regulation, which initially covered the majority of AI-supported chatbots, was later revised to focus on certain services defined as “AI companions”. This change has led to comments that general-purpose artificial intelligence tools such as ChatGPT, Gemini or Microsoft Copilot may remain outside the regulation.
Criticisms focus on the fact that the definitions in the text of the law are not clear enough. Experts argue that companies can avoid regulation by defining chatbot features as ancillary or secondary functions. The increasingly blurring of the boundaries between an artificial intelligence-supported friend application and a constantly interacting search or assistant service is also at the center of the discussions. In the midst of these global discussions, the decision taken by Norway stands out as one of the examples of a more cautious approach to the role of artificial intelligence in children’s education processes.