parenting tradition in the AI era

No abstract available

This paper explores the multifaceted influence of artificial intelligence (AI) on modern family life. AI-powered home assistants, parenting applications, and eldercare robots are reshaping communication patterns, caregiving roles, and authority structures within households. Drawing on qualitative interviews and cross-cultural analysis, the study focuses on three domains: parent–child interaction, elder support, and intergenerational communication. Findings indicate that AI simultaneously enhances efficiency and introduces emotional detachment. While technology provides time savings and safety, it also risks diminishing privacy and weakening emotional bonds. By comparing cultural contexts, the research reveals how AI redefines “human values” within families and underscores the ethical and social challenges of digital cohabitation. Ultimately, AI should be viewed as a supportive tool that complements, rather than replaces, the emotional and moral core of human relationships.

In recent years, the widespread use of digital technologies and the rapid integration of generative artificial intelligence (AI) have significantly reshaped family dynamics, influencing how parents guide and supervise their children's digital interactions. While AI technologies offer considerable educational and social opportunities, they also present significant risks to minors' safety, privacy, and emotional development. The present study explores AI usage, trust, and perceived risks among 180 parents (87 biological, 93 adoptive), specifically aiming to identify potential differences between these two groups. Results indicated cautious behavior and low trust in AI across both groups, without significant differences. However, adoptive parents reported higher digital literacy and greater involvement in monitoring their children's online activities. Additionally, qualitative findings highlighted specific concerns among adoptive parents, especially related to unwanted contact with birth families and exposure to emotionally sensitive digital content. The findings underscore the importance of targeted community-based educational interventions to enhance parental skills and confidence in managing AI-related opportunities and risks.

No abstract available

Current research on the impact of Generative Artificial Intelligence (GenAI) on adolescent development yields mixed results, and parents are left to navigate this emerging technology without clear support and knowledge. A missing step toward effective digital parenting is understanding parents’ concerns and beliefs. Therefore, this preliminary study explores parental perspectives on the use and impact of GenAI on adolescents aged 13 to 17. We conducted a survey with N = 159 parents from 19 countries across Europe, Asia, Africa, and the Americas. Findings suggest that most parents are unaware of how their children use GenAI and feel disconnected from them on this topic. Importantly, while parents recognise the opportunities and risks of GenAI, their views vary based on their own familiarity with the technology, with those who use it regularly being significantly more optimistic about its impact on adolescents’ development. These results highlight a gap in digital parenting when it comes to adolescents’ use of GenAI, underscoring the need for a systematic approach to parental support. Future work will expand the survey into a larger-scale study and incorporate adolescents’ perspectives.

Parental and child noncompliance are significant behavioral challenges that impact family dynamics, communication, and child development. Parental noncompliance often arises from factors such as mis-trust, stress, or conflicting beliefs, leading to resistance against professional guidance in healthcare, ed-ucation, and child-rearing. Conversely, children’s noncompliance is frequently a natural expression of their growing need for independence, emotional regulation, and boundary exploration. When both forms of noncompliance collide, they create cycles of miscommunication and behavioral challenges that can disrupt family harmony and hinder developmental progress. This article explores the underly-ing causes, consequences, and strategies for addressing noncompliance within families. Key approach-es include fostering trust, enhancing communication, maintaining consistency in parenting techniques, and utilizing positive reinforcement to encourage cooperative behavior. Moreover, the integration of Artificial Intelligence (AI) and Machine Learning (ML) offers transformative solutions to manage non-compliance. AI-driven predictive analytics, virtual assistants, emotion recognition, and personalized interventions provide data-driven insights that help parents tailor their approach to children’s behavior-al needs. These technologies also enable real-time guidance, improve communication, and enhance compliance through gamification and interactive learning. By merging traditional parenting strategies with AI-enhanced behavioral solutions, families can navigate noncompliance more effectively, foster-ing a cooperative and supportive environment. Ultimately, bridging the gap between parental and child resistance requires a combination of human empathy and AI-driven insights to create stronger, more harmonious family relationships.

This study examines the impact of Artificial Intelligence (AI) on family communication, parental roles, and children's respect for parents in Southeast Asia. Using a narrative review method, we systematically analyzed peer-reviewed articles published between 2019 and 2024 from databases such as Scopus, Web of Science, and Google Scholar. The findings indicate that AI enhances connectivity within families by facilitating real-time communication and personalized parenting support. However, it also poses challenges, particularly in undermining parental authority and reducing face-to-face interactions. Socioeconomic and cultural factors significantly influence AI adoption, with higher-income families benefiting more from AI-driven parenting tools. The study highlights the need for digital literacy programs and ethical AI policies to mitigate these challenges. Future research should explore long-term effects of AI on family dynamics and develop frameworks that integrate AI with traditional parenting approaches.

This paper presents an extended reality (XR) embodied conversational agent, as a social-emotional companion for parents and children within the home context. It has focused on the role of technology including Artificial Intelligence (AI) and XR on holistic child development and well-being, parenting, and the beautiful relational space in between children and parents, here termed Augmented Sociology. Based on the EEPO (Emissary Educator Playmate Oracle) theoretical child technology interaction framework, this work presents an early EEPO prototype, toward an XR social-emotional development companion agent for children and support agent for parents.

Parent–child story time is an important ritual of contemporary parenting. Recently, robots with artificial intelligence (AI) have become common. Parental acceptance of children’s storytelling robots, however, has received scant attention. To address this, we conducted a qualitative study with 18 parents using the research technique design fiction. Overall, parents held mixed, though generally positive, attitudes toward children’s storytelling robots. In their estimation, these robots would outperform screen-based technologies for children’s story time. However, the robots’ potential to adapt and to express emotion caused some parents to feel ambivalent about the robots, which might hinder their adoption. We found three predictors of parental acceptance of these robots: context of use, perceived agency, and perceived intelligence. Parents’ speculation revealed an uncanny valley of AI: a nonlinear relation between the human likeness of the artificial agent’s mind and affinity for the agent. Finally, we consider the implications of children’s storytelling robots, including how they could enhance equity in children’s access to education, and propose directions for research on their design to benefit family well-being.

Parents need to develop their cognitive and metacognitive skills such as lifelong learning skills, self-leadership, self-regulation, empathy as well as mindfulness and self-consciousness in order to sustain their parenting role as well as develop their personal and professional capabilities. More specifically, emerging technologies, such as mobiles and artificial intelligence have gained ground on enhancing responsible parenting, parents’ engagement with children’s learning procedures, parents’ wellness and active aging as well as parents’ cognitive and emotional balance in regard to their parenting role. Emerging technologies offer convenient, personalized and cost-effective training and assessment tools for parents with the final aim to create flexible and inclusive school communities.

With the rise of artificial intelligence and the increase in social demand, creativity has increasingly become a competitive factor for individuals. Therefore, the impact of early family environments on childrens creativity development, especially the psychological one, is further emphasized. However, there is still a research gap in the impact of different parenting styles and different language environments on childrens creativity. This article uses literature analysis to study the impact of bilingual family environment and ancestral dominated family environment on childrens creativity. Among them, intergenerational education usually has a negative influence on childrens creativity due to the educational limitations of the grandparent, while bilingual education can cultivate childrens unique ways of thinking, thus playing a positive role in developing childrens creativity. Parents and grandparents should pay attention to choosing positive strategies when creating an early family environment for their children, in order to strengthen the generation of positive effects and reduce the impact of negative effects.

Background: The rapid expansion of digital technologies has dramatically altered the lives of children, offering many opportunities while at the same time bringing grave risks. Of all the critical issues in this digital era, online gender-based violence and exploitation stand out. This literature review aimed to overview existing research on children's safety in digital contexts, focusing on the gendered dimensions of online abuse. Method: This study utilizes a qualitative synthesis of peer-reviewed articles, reports policy documents from 2015 to 2024. It is being conducted in global and South Asian settings, specifically Sri Lanka, and focuses on online gender-based violence, digital exploitation, and child protection. Case studies relevant to this were thematically coded to ascertain trends, gaps, and the role of gender stereotypes in perpetuating online abuse. Sources were accessed from search databases like Google Scholar and JSTOR, and child protection reports. Results: Literature indicates that girls are more exposed to internet gender violence like exploitation and harassment, especially on social media. Gender stereotypes deter reporting and trigger victim-blaming. Most countries' legal systems, including Sri Lanka, are patriarchal and archaic in responding to digital abuse. Inability of children, parents, and teachers to be digitally literate further generates exposure. While technologies like ML and AI have promises in detecting abuse, their use is circumscribed. Overall, the results underscore the need for collective action among policymakers, educators, tech developers, and communities to establish a safer digital world for children. Conclusion: The study finds that while AI and ML help identify online exploitation, current protections remain insufficient especially for girls. A safer online world requires joint action from policymakers, educators, tech developers, and communities.

The rise of generative artificial intelligence (AI) has led to the emergence of mimicomorphic, emotional products such as AI companions and emotional companion robots, forcing humans to consider for the first time whether nonliving organisms can replace traditional partners. Therefore, from both psychological and sociological perspectives, it is necessary to propose and explore, from an interdisciplinary perspective, how far AI products can replace traditional intimate interpersonal relationships. On the basis of theories of psychoanalysis and evolutionary psychology and in combination with the basic situation of the target users, a human‒machine mutual trust model is proposed and constructed, namely, the three foundations of human‒machine mutual trust, namely, ability, kindness and integrity. The risk of a crisis in the human‒machine relationship is further quantified as a model. Although AI products offer stable, controllable and low-risk emotional companionship and can better meet users' specific psychological needs and have good application prospects in assisting child-rearing, they lack genuine subjectivity, empathy and social embeddedness and are limited in the dimensions of “deep connection” and “common development”, which replace traditional relationships. Therefore, AI products should not be regarded as substitutes for existing intimate relationships but rather as supplements or even “fallbacks” to the original intimate relationships of people. In the future development of human‒machine interactions, people need to coordinate the relationship between technological development and humanistic orientation, build a new model of human‒machine coevolution, and form a “spiritual home”.

Against the backdrop of deepening vocational education reform and accelerated educational informatization, this study examines the impact of family climate (intimacy, conflict resolution, parent-child relationship) on secondary vocational students' learning emotional investment in Guangdong, using a sample of 1,013 students in Dongguan and cross-level regression. Findings show intimacy most prominently boosts emotional investment. Conflict resolution scores were the lowest, with significant variation; families often opt for quick fixes over deep communication, highlighting a deficiency. The study underscores family education's significance and the need to balance technology with emotional development in informatization. Improvements suggested include: enhancing student emotional intelligence; using digital tools to strengthen family bonds; and leveraging data for precise home-school collaboration to support students' career development and social adaptability.

The authors compare the children of yesterday and today from the perspective of eight adults of different age, sex, professional training, and nationality, interviewed about their own childhood and on how they see today’s children, to identify similarities and differences and to find remedial solutions. The method is qualitative, and the technique is that of the interview. For those interviewed, childhood meant freedom, joy, outdoor play, family, and flying; family members and teachers had the greatest impact on childhood. Compared to the children of yesteryear, today’s children are both happy and unhappy. Yesterday’s children were happy, fulfilled, modest, contented, grateful, respectful, and simple; today’s children are creative, beautiful, informed, intelligent, ambitious, critical, brave, and free, but also uncommunicative, bored, absent, disoriented, and without models. Remedial solutions should target the causes that have led to these mutations: broken families, social media, and technology.

Abstract Big data technology is gaining a lot of attention and research in the present day. In this article, based on big data technology, we use Spark’s big data hybrid computing model to promote family style and family education under the premise of large-scale information processing. The minimum average distance of all clusters is calculated by computing the mean and eigenvectors of the Hopkins statistic. The cohesiveness and separation of the contour coefficients on the clusters were evaluated based on the mean values. We also examine the error-squared and criterion functions and use this method to verify the positive effect of promoting family traditions and education on the minds of young people. In this paper, we get from the comparison experiment of mining algorithms: Spark algorithm mining efficiency is 200-300 higher than MR algorithm mining efficiency, and the mining efficiency is superior. Especially when the log volume is large, the efficiency enhancement effect is as high as 96.88%, which is conducive to creating a good ideological and political education environment for young people by further improving the positive role of propagating family style and family education in the ideological and political education of young people.

The development of information technology is one of the advances of the times that cannot be denied, especially the COVID-19 pandemic has also encouraged the use of information technology among children as a new method of school learning. Supervision and education should be carried out to minimize exposure to negative content that is not age appropriate. This research comes with two main goals. First, find out whether supervision and education regarding children’s entertainment has been carried out, especially in Sunter Agung and Warakas sub-districts. Second, knowing which gender has the dominant role in carrying out that role. Considering that Indonesia's social and cultural conditions have long recognized the division of roles between men and women which originates from the idea of patriarchy. This research uses mixed research methods, qualitative and quantitative methods. The research results show that monitoring of gadget use has been carried out by involving a third side, in this case an age restriction algorithm to replace the role of parents. The gender that plays the dominant role in monitoring gadget use is women or mothers. This is based on two reasons. First, women are considered to spend more time interacting with children, especially those who work as housewives. Meanwhile, fathers don't interact much with their children because they work outside the home. Second, women are considered to have feminine qualities, such as patience and perseverance, which are considered better in educating children.

Contemporary China is experiencing a period of profound social transformation that is radically altering traditional models of family education. Accelerated urbanization, the spread of digital technologies, and the liberalization of demographic policies are creating fundamentally new conditions for the development of the younger generation. These changes require a rethinking of the centuries-old traditions of Confucian education and the search for new approaches to family pedagogy. This article examines the transformation of family education in China against the backdrop of new social phenomena: digitalization, urbanization, and changing demographic policies. It analyzes the challenges facing modern Chinese parents, including overprotection, educational pressure, and intergenerational conflicts. Particular attention is paid to finding a balance between traditional values and modern educational practices in a rapidly changing society. The analysis demonstrates that optimizing the governance system of regional universities in China requires a comprehensive approach that combines the digitalization of educational processes, the development of horizontal connections between participants, and consideration of regional specifics. A key factor for success is the creation of flexible coordination mechanisms that enable a harmonious alignment of national educational standards with the needs of local labor markets. Implementation of the proposed measures will improve the quality of specialist training and strengthen the role of regional universities in the innovative development of their territories, which is particularly relevant amid the transformation of the modern higher education system.

Technology is part of our life and it cannot be separated from our daily life. Consciously or not this will affect the behavior of each individual. Rapid progress in technology makes the children of the current generation increasingly grow into smarter and more critical generation. Fortunately, most parents often use this sophisticated technology as a means to make the children stay busy or as a means for negotiating with them. So, it is necessary to apply an appropriate method. STEAM which stands for Science, Technology, Engineering, Art, and Mathematics is a very important method in child development. This method emphasizes on active learning, and it stimulates children to solve problems. Through STEAM children are trained to focus on solutions, to build logical and systematic ways of thinking and to improve their critical thinking. All of them are intended to prepare the children to build their sense of competitiveness and to prepare them for career opportunities in the technical and creative fields in the future. Family as one of the smallest units in society can be the main agent in reviving digital literacy. Therefore, family also plays an important role for the success of the program.

Objective: This study examines the methods applied by Muslim families in dealing with the impact of technological advances on early childhood in the Industrial 4.0 era, especially in the Surakarta area. Theoretical framework: This research is based on the theory of the social impact of technology and childcare in the Muslim family environment, highlighting the importance of the role of the family in shaping behavior and fortifying children from the negative impacts of technology. Literature review: discusses the influence of technology on early childhood development, the role of parents in religious value-based parenting, and strategies that can be applied in dealing with technological developments in the digital era. Methods: This study uses a descriptive qualitative method with the stages of data reduction, data presentation, and conclusion drawn, through observation and interviews with 10 Muslim families in Surakarta. Results: This study shows that Muslim families apply various methods such as preventive measures, supervision of technology use, free children to play outside with peers, being selective in choosing appropriate applications for children, providing examples of good behavior in the use of technology, and limiting the time of use of technology for children. Implication: this research highlights the importance of the active role of the family in accompanying and directing children in using technology wisely to minimize its negative impacts. Novelty: this research lies in its specific focus on the practice of raising Muslim families in the Industrial 4.0 era in the local context of Surakarta, as well as on the identification of concrete methods applied by parents in dealing with digital challenges in early childhood.

In the third article in this series, Dr Lorna Arnott from The Strathclyde Institute of Education and Dr Zinnia Mevawalla from the University of Strathclyde, discuss the participatory methods used to conduct research with babies for their project.

The application of digital technology has brought tremendous changes in the field of education. On one hand, digital technology plays an important role in improving the sharing of educational resources and teaching efficiency. On the other hand, due to economic factors, some families and schools cannot afford digital technology. This article, drawing on literature and Chinese cases, critically analyse the claim that "disparities in digital technology access exacerbate educational inequality", identifying economic conditions, parental attitudes, teachers' digital skills, and children's interests as the core influencing factors. It analyzes how these factors lead to inequality at the educational starting point, process, and outcome, and offers suggestions for responses from the government, parents, schools, and software developers.

Abstract: Artificial Intelligence (AI) has evolved from a theoretical concept into a transformative force that is actively reshaping modern society. No longer confined to research laboratories or speculative fiction, AI is now embedded in our daily routines—ranging from voice assistants like Siri and Alexa, to complex medical diagnostic tools, self-driving vehicles, recommendation systems, and smart city infrastructure. Its growing presence has made it both an indispensable innovation and a subject of intense social, ethical, and political debate. This research paper aims to explore the intricate relationship between AI and society, investigating how these technologies are impacting various sectors while also highlighting the risks and challenges they introduce. AI offers considerable promise across domains such as healthcare, where it aids in early disease detection and personalized treatment; education, where it enables adaptive learning platforms; agriculture, through smart irrigation and crop monitoring; and public administration, by streamlining governance and improving citizen services. These applications enhance decision-making, increase efficiency, and improve quality of life. However, the widespread integration of AI also raises significant ethical and societal questions. As machines begin to replicate or even outperform human decision-making, concerns emerge around job automation, the erosion of privacy, algorithmic bias, and the opacity of AI decision systems. For example, automated hiring tools may unintentionally discriminate against certain groups due to biased training data, while AI-powered surveillance systems can compromise individual freedoms. Furthermore, the uneven global access to AI technology risks deepening the divide between developed and developing nations. This paper adopts a multidisciplinary and global approach by reviewing existing literature, government policy frameworks, and real-world case studies to assess the double-edged nature of AI's influence. By analysing both the benefits and the harms, the research emphasizes the urgent need for robust governance frameworks, inclusive policy-making, and ethical guidelines. It argues that without meaningful regulation and a commitment to human-cantered design, the risks associated with AI could outweigh its benefits—especially for vulnerable populations. The study also offers forward-looking recommendations for various stakeholders, including policymakers, AI developers, educators, and civil society. These include implementing transparent algorithms, enhancing public understanding of AI, promoting global collaboration on AI ethics, and ensuring fair access to AI-driven tools and services. Above all, it emphasizes that technology must remain a means to empower humanity rather than dominate it. In conclusion, this paper presents a balanced evaluation of Artificial Intelligence's societal implications, urging responsible innovation to harness AI’s full potential while safeguarding human dignity and social justice. As AI continues to evolve, its trajectory must be shaped not only by what is technologically possible but also by what is ethically and socially desirable.

Digital environment, generation Z acquires specific characteristics, such as dependence on technology, different communication styles, and the need for greater autonomy and individual recognition. The purpose of this study is to improve family education patterns in the transformative era of generation Z. The research methodology with a qualitative approach to single case study design. Data collection techniques are observation, interviews. Data analysis techniques with source triangulation. This research is in Mayung village, Gunung Jati district, Cirebon Regency. Researchers began observation on July 1, 2024, the study took place on July 15 - August 25, 2024. The research subjects consisted of 1 Mayung village head, 2 villagers born in 1997 and 2000. Secondary subjects 2 family members of the client. The results of the study indicate that family counseling services in providing assistance to parents in understanding how education is modeled on generation Z

The effects of digital culture have transformed society and human ethos, and exponential digitalization has led to an anthropological transformation. By causing profound and complex changes in all levels of the sociocultural environment, digital culture has also changed the psychological, physiological, spiritual, and moral consequences of an individual and family in general. The challenges that digital culture poses to family life by modifying relations of spouses, are also reflected in the upbringing of children and their education, reshaping language, changing mentality, and restructuring value hierarchies. This paper approaches the topic through two thematic units, the first of which aims to detect some of the most serious challenges of digital culture confronting education in the family. The second part discusses the phenomenon of the “technological disconnect” of family members and some aspects of the challenges that this new phenomenon poses to education in the family. This part of the paper discusses the “technological disconnect” of parents and its implications on children and their moral education, observing the problems of shifting responsibility for upbringing and education to the technology and media, as well as the phenomenon of parental alienation syndrome. While not disregarding all the benefits of the postmodern digital culture, this work aims at emphasizing and contributing to the discussion on the negative implications of “technological disconnect” on the moral aspect of education in the family.

This study is grounded in the increasing use of digital technology, which has the potential to influence family values and adolescents’ emotional health in the context of social change. The study aims to analyze and examine the effect of digitalization on family values and adolescents’ emotional health. A quantitative approach with a survey design was employed. The research subjects consisted of 52 adolescents who actively use digital technology. Data were collected using a Likert scale questionnaire (1–5), each comprising 10 items for the variables of digitalization, family values, and adolescents’ emotional health. The data were analyzed using descriptive statistics, normality tests, and multiple linear regression with the assistance of IBM SPSS. The results indicate that digitalization has a positive and significant effect on family values but does not have a significant effect on adolescents’ emotional health. These findings suggest that digital transformation has a greater impact on patterns of family relationships and interactions than on adolescents’ intrapersonal aspects. In conclusion, the influence of technology is contextual and shaped by broader social and psychosocial factors. The implications of this study highlight the importance of strengthening digital literacy and family based character education to optimize the benefits of technology while maintaining adolescents’ emotional balance.

Teachers are under increased pressure to teach children digital skills, and parents are having to manage children’s online presence as well as their offline lives. Much of the discussion surrounding the issue of children’s digital footprints highlights the potential present and future risks that children could be exposed to. While parents and teachers are expected to educate and protect children online, little is known about what parents and educators know in the Australian context and how they feel about being the custodians of children’s digital presence. The purpose of this article is twofold. Firstly, the authors report on the Best Footprint Forward project, which employed focus groups to qualitatively investigate the digital-footprint awareness of parents and teachers from three primary schools in regional Australia. Secondly, the authors outline an ethical framework that can be used to provide guidance to those who teach children on how to manage their online presence. Parents and teachers were very aware of the issues surrounding digital-footprint management and cyber safety for children, but had little awareness of the positive potential of digital footprints or how to help children manage their digital lives. In reporting the uncertainty experienced by these two groups, the authors seek to highlight the ethical complexities of children’s participation in digital cultures and provide a framework for engaging with these complexities.

Contemporary concerns that social media – and its hardware accomplice the smart phone – dumb down, socially isolate and cause addiction among users have historical precedents in earlier reactions to the Internet, television, radio, and even the printed word. Automated and interpretive analyses of thousands of comments on YouTube videos of products (Study 1) and television programs (Study 2) from the past suggest a link between concerns about the negative effects of smart phones and social media and autobiographical obsolescence, a sense that the lived past is psychologically disconnected from the present and irrelevant to the future. Ironically, having nostalgia experiences on social media may provide older consumers with a psychological remedy. Viewing and commenting on video material from the past helps them verify the reality of the lived past and establish its relevance to younger generations. Suspicion of the latest disruptive communication technology (DCT) may simply be part of this broader psychological restoration process.

How might emerging modalities (e.g., NLP) be leveraged to transform the provision of parenting support? To explore the role of AI technologies in supporting parenting behaviour—and child-well-being—we surveyed 92 parents to gather their perspectives on nine future-oriented scenarios. We used Design Fiction and Speed Dating to understand parents needs and preferences around the design of agent-based supports. We explore the perceived benefits of AI assistants (i.e., receiving objective feedback, managing emotions and personalised guidance) and the most voiced concerns (i.e., AI undermining parental authority, replacing human interactions, and promoting lazy parenting). Finally, we highlight a number of plausible design directions based on the scenarios that parents were positive about.

Advances in artificial intelligence (AI) have raised ethical concerns related to fairness, privacy, and trust. While AI may improve elements of the economy, its benefits will be unevenly experienced with more than half of jobs in the United States expected to become partially automated in the next 15 years. Workers at all levels could face disruptive changes and financial hardship as AI transforms work tasks. AI can bring about positive change, but systems must be built to utilize this technology responsibly and share the benefits equitably. Workers, their advocates and representatives, and members of the community should be included in the development and implementation of AI in the workplace. Guidance that considers equity, protection of vulnerable populations, and just outcomes is needed. Organizations may welcome these recommendations due to the challenges of using AI. This policy statement recommends four key approaches for implementing AI that focus on the workplace. First, more research is needed to determine and monitor the impact of AI. Second, training programs should be created to help those losing jobs to augmentation, support diverse leaders for the future of AI, and help people adapt to AI. Third, academic, labor, and community organizations with expertise in technology equity should engage with AI developers to offer practical tools, understand implications, and create equitable outcomes. Finally, programs that promote accessibility and inclusivity in AI should be developed, and there should be oingoing monitoring of AI applications for workers.

Online platforms have emerged as crucial parenting information sources in the digital age, revolutionizing how moms seek help, make choices, and deal with the difficulties of raising children. This change demonstrates the increasing scholarly interest in comprehending how digital resources affect the experiences of mothers. With an emphasis on performance and co-citation analyses, this study offers a bibliometric analysis of studies on mothers' interactions with online parenting resources. After a thorough screening process, 453 studies were eventually included out of the 1,352 records that were first found using the Web of Science database. While co-citation analysis finds thematic clusters like maternal mental health, digital parenting literacy, and online community engagement, performance analysis identifies important contributors, such as top authors, organizations, and nations. The findings show that, especially in reaction to the COVID-19 pandemic, academics are increasingly focusing on digital platforms as the main sources of parenting information. The results indicate that although mothers can benefit greatly from online resources, problems with disinformation and inequalities in digital literacy still exist. Since it highlights the necessity of trustworthy digital parenting resources to support maternal mental health and child development, this study is in line with Sustainable Development Goal (SDG) 3: Good Health and Well-Being. For a more comprehensive understanding of digital parenting practices, future research should incorporate qualitative methods and investigate cross-cultural viewpoints. A systematic road map for upcoming studies, the creation of policies, and real-world applications in the rapidly changing field of online parenting support is offered by this bibliometric analysis.

As artificial intelligence (AI) becomes deeply integrated into family life, immigrant families must navigate unique intergenerational, linguistic, and cultural challenges. This study examines how Korean immigrant families in the United States negotiate the use of AI tools such as ChatGPT and smart assistants in their homes. Through 20 semi-structured interviews with parents and teens, we identify two key practices that shape their engagement: interpretive gatekeeping, where parents mediate their children's AI use through a lens of cultural and ethical values, and convenient critical deferment, where teens strategically postpone critical evaluation of AI for immediate academic and social utility. These intertwined practices challenge conventional, skills-based models of AI literacy, revealing it instead as a dynamic and relational practice co-constructed through ongoing family negotiation. We contribute to information science and HCI by offering a new conceptual extension for intergenerational AI literacy and providing design implications for more equitable, culturally attuned, and family-centered AI systems.

The transformation of parenting patterns in the digital era reflects a fundamental paradigm shift in the relationship between parents and children that no longer only takes place in physical space, but also penetrates the virtual realm that is full of value ambiguity. Digital parenting is not just about mastering technology, but also demands reflective, participatory, and ethical abilities from parents to guide children in navigating the digital world. This study uses a qualitative approach with a literature study method to examine the relationship between digital parenting patterns and children's moral development amidst the onslaught of instant global information and values. The findings show that the digital literacy gap between generations and the lack of value-based parenting approaches are the main factors in weakening children's moral formation. In this context, adaptive parenting strategies require active parental involvement through value mediation, dialogic communication, and strengthening digital moral literacy. The digital space that has become an agent of value socialization implicitly demands the critical presence of adults as ethical facilitators, not just technical controllers. This study emphasizes the urgency of reconstructing the parenting paradigm towards a model that is responsive to the moral challenges of the technological era, as well as the importance of collaboration between families, schools, and communities in forming an ethical and reflective digital parenting ecosystem.

A primary medium through which culture is transmitted is the narrative ecology of early childhood education (ECE), involved in implicitly inculcating society in the young psyche via cultural norms and values. The ecology is prolifically endowed with archetypes of the oral traditions, local folklore, and the modern media, where the obstinate Bakri (goat) is usually masculinized and corrected about her wrath, and the beautiful Pari (fairy) is usually romanticized as silent and delicate. The inductive incorporation of Artificial Intelligence (AI) with a specific focus on generative AI, conditioned on these already existing collections of corpora, is not a dialectic of nonexistence, but rather a powerful lubricant to the mass production and strengthening of these damagingly held stereotypes. The paper supposes the idea that technical integration is not the pressing condition to apply AI in Pakistani ECE, but rather the strong framework based on critical AI literacy that should be developed among the teacher body, curriculum planners, and policy makers. Leaving the Western-centrist idea of AI bias, the study is based on the socio-cultural setting of Pakistan to first systematize the existing gender and behavioral stereotypes in a selection of trendy children's stories, cartoons, and textbooks. The paper extends to suggest a revolutionized pedagogical model of training ECE practitioners. In this way, the creation results in the innovative model of the decolonization of early -learning AI in Pakistan. The framework encourages community-driven redesign, inclusion of marginalized voices, regional languages, and challenges patriarchal norms for AI-driven empowerment.

In the current state of global political, environmental and social challenges, it is perhaps unsurprising that digital childhoods and parenting are in continuous flux as well, with families of all configurations experiencing digital and cultural ruptures. In Australia this discontent with the digital world has led to unprecedented legislation banning all children under the age of 16 from having accounts on social media platforms from December 2025. Despite being popular with the broader public, mental health advocates and most academic research suggest the ban is more likely to do harm than good for Australian children’s health and wellbeing. Paper 1 focuses on this rupture to Australian children’s digital lives. Parents are also conflicted in attempting to balance the young children’s privacy with the connectivity and support that may come in sharing images or stories that includes young people’s photos and data. Paper 2 focuses on these privacy ruptures. Despite being widely seen as outdated in scholarly circles, the focus on screen time, measuring children’s time before a screen without context or questioning the quality of the experience, continues to be a dominant idea Australian families wrestle with. Paper 3 focuses on the ruptures that screen time as a concept continues to bring to families and parenting in particular. And now Generative AI tools present new challenges as they are integrated widely into new and existing platforms and apps without concurrent programs to raise users’ literacy as families and children are increasingly using these tools. The way Generative AI ‘imagines’ children, families and Australianess is the focus of paper 4. These Australian examples speak to similar concerns globally, with parents and children around the world wrestling similar issues, contextualized locally. Other national governments are similarly considering social media bans for children, and thus watching the Australian experiences with implementing the ban, and attempting to enforce age verification, with great interest. This panel presents four papers which explore these ruptures in the Australian context, but with clear global implications.

We observed how 102 children (7-12 years old), from four different countries (U.S.A, Germany, Denmark, and Sweden), imagine smart devices and toys of the future and how they perceive current AI technologies. Children outside of U.S.A were overall more critical of these technologies and less exposed to them. The way children collaborated and communicated while describing their AI perception and expectations were influenced both by their social-economical and cultural background. Children in low and medium SES schools and centers were better are collaborating compared to high SES children, but had a harder time advancing because they had less experience with coding and interacting with these technologies. Children in high SES schools and centers had troubles collaborating initially but displayed a stronger understanding of AI concepts. Based on our initial findings we propose a series of guidelines for designing future hands-on learning activities with smart toys and AI devices for K8 students.

The increasing integration of artificial intelligence (AI) in digital ecosystems has reshaped privacy dynamics, particularly for young digital citizens navigating data-driven environments. This study explores evolving privacy concerns across three key stakeholder groups—young digital citizens, parents/educators, and AI professionals—and assesses differences in data ownership, trust, transparency, parental mediation, education, and risk–benefit perceptions. Employing a grounded theory methodology, this research synthesizes insights from key participants through structured surveys, qualitative interviews, and focus groups to identify distinct privacy expectations. Young digital citizens emphasized autonomy and digital agency, while parents and educators prioritized oversight and AI literacy. AI professionals focused on balancing ethical design with system performance. The analysis revealed significant gaps in transparency and digital literacy, underscoring the need for inclusive, stakeholder-driven privacy frameworks. Drawing on comparative thematic analysis, this study introduces the Privacy–Ethics Alignment in AI (PEA-AI) model, which conceptualizes privacy decision-making as a dynamic negotiation among stakeholders. By aligning empirical findings with governance implications, this research provides a scalable foundation for adaptive, youth-centered AI privacy governance.

Abstract The fast-advancing digital scenario has facilitated the prolific use of digital platforms and applications on a gamut of devices, including smartphones, tablets, laptops, smartwatches and smart televisions. Against the backdrop of high screen consumption and the prevalent use of apps aided by artificial intelligence (AI), this research on two dynamic and compelling topics, children as an audience and digital engagement that prompts parental mediation, is crucial and challenging. This qualitative study was conducted in the Nilgiris and Coimbatore districts in Tamil Nadu, Southern India. It employed in-depth interviews to first examine parents’ attitudes toward the Internet and their digital consumption, and second, how this, in turn, influences their mediation styles toward primary school children aged 8 to 10  years. The typologies of parental attitudes, the nature of digital consumption and the mediation of children’s online engagement presented in the findings could serve as a starting point for new research concerning children and their active digital media utilization. Furthermore, the study outlines the interrelationship between parents’ attitudes towards digital practices and their mediation style, which can be explored in today’s context as children navigate through various screens for content.

Generative AI (GenAI) platforms, such as ChatGPT, have gained popularity among the public due to their ease of access, use, and support of educational and creative activities. Despite these benefits, GenAI poses unique risks for families, such as lacking sufficient safeguards tailored to protect children under 13 years of age and not offering parental control features. This study explores how parents mediate their children's use of GenAI and the factors/processes that shape this mediation. Through analyzing semi-structured interviews with 12 families, we identified ways in which families used and mediated GenAI and factors that influenced parents'GenAI mediation strategies. We contextualize our findings with a modified model of family mediation strategies, drawing from previous family media and mediation frameworks. We provide insights for future research on Family-GenAI interactions and highlight the need for more robust protective measures on GenAI platforms for families.

Family learning takes place in everyday routines where children and caregivers read, practice, and develop new skills together. Although AI is increasingly present in learning environments, most systems remain child-centered and overlook the collaborative, distributed nature of family education. This paper investigates how AI can mediate family collaboration by addressing tensions of coordination, uneven workloads, and parental mediation. From a formative study with families using AI in daily learning, we identified challenges in responsibility sharing and recognition of contributions. Building on these insights, we designed FamLearn, an LLM-powered prototype that distributes tasks, visualizes contributions, and provides individualized support. A one-week field study with 11 families shows how this prototype can ease caregiving burdens, foster recognition, and enrich shared learning experiences. Our findings suggest that LLMs can move beyond the role of tutor to act as family mediators - balancing responsibilities, scaffolding intergenerational participation, and strengthening the relational fabric of family learning.

No abstract available

This study explores how parents of Islamic boarding school students (santri) communicate and instill ethical values in their children's digital media use. Utilizing a qualitative narrative approach with 22 parent informants from PPQ Nahwa Nur, the research uncovers various parental communication patterns, Islamic values, challenges, and strategies in navigating digital parenting. The findings show a blend of restrictive and active mediation, rooted in Islamic teachings and dialogic approaches. Challenges include peer influence, digital addiction, and parental digital illiteracy. This study contributes to understanding family communication in religious boarding school contexts and suggests pathways for Islamic-based digital literacy programs.

Background As emotionally intelligent AI enters domains of grief, caregiving, intimacy, and memory, it is no longer a mere tool of assistance—it is evolving into a relational, and symbolic participant in human lives. Current AI discourse often emphasizes functionality and ethics but rarely addresses the emotional and ontological transformations AI brings to the fabric of kinship. This study reimagines AI-kinship as family, conceptualizing the post-biological evolution of human bonds. Methods A transdisciplinary methodology grounded in secondary research was employed, integrating symbolic anthropology, affective computing, queer kinship theory, posthuman philosophy, and AI ethics. From this foundation, existing AI-kinship practices were analyzed and conceptualized into an ‘AI as Family and AI-Kinship Ecology’ model—an evolving socio-emotional architecture through which AI is integrated into family life. Extending from this base, a symbolic framework—‘SAKE: Soulful AI Kinship Ecology’—was developed to conceptualize emerging and futuristic AI-kinship roles. Results Findings illuminate a rapidly evolving terrain of AI-kinship, where AI acts as caregiver, companion, and grief mediator. A global AI-Kinship Acceptance Matrix revealed varying degrees of acceptance across societies, cultures, and religions, highlighting the role of spiritual cosmologies, ethical worldviews, and legal policies in shaping societal response to AI-kinship roles. These insights affirm the symbolic and affective centrality of AI in future relational structures. Discussion The SAKE model maps emerging and futuristic AI-kinship roles—such as AI-Twin, AI-Partner, AI-Child, AI-Protector, and AI-Godlike—according to their ontological status, affective functions, and ritual impact. Both frameworks were evaluated through cultural, ethical, and emotional lenses. SAKE operationalizes AI-kinship across five dimensions: affective modalities, ethical overlays, pre-ontological layers, cultural legitimacy filters, and chrono-kinship axes, evolving imaginaries of AI as relational actors in post-biological societies. The study concludes with proposed empirical pathways and implementation strategies and policies for responsibly validating and integrating SAKE across diverse cultural and technological contexts.

This article examines the social acceptability and governance of emotional artificial intelligence (emotional AI) in children’s toys and other child-oriented devices. To explore this, it conducts interviews with stakeholders with a professional interest in emotional AI, toys, children and policy to consider implications of the usage of emotional AI in children’s toys and services. It also conducts a demographically representative UK national survey to ascertain parental perspectives on networked toys that utilise data about emotions. The article highlights disquiet about the evolution of generational unfairness, that encompasses injustices regarding the datafication of childhood, manipulation, parental vulnerability, synthetic personalities, child and parental media literacy, and need for improved governance. It concludes with practical recommendations for regulators and the toy industry.

This paper explores the emerging role of “kidfluencers” in shaping the marketing ecosystem, focusing on their significant influence on purchasing decisions and their integration into modern marketing strategies. Drawing on theories of consumer socialization and peer influence, the study highlights how children are increasingly seen as active participants in decision-making processes within families and as impactful content creators in digital spaces. A mixed-methods approach, including a comprehensive review of literature and in-depth interviews with eight kidfluencers, reveals the dual role of these young influencers: as agents of consumer trends and as conduits for brand promotion. Key findings indicate that kidfluencers navigate complex dynamics, balancing their roles as content creators and peer influencers while leveraging tools like AI to enhance their creative output. However, the phenomenon raises ethical concerns, including issues related to privacy, parental control, and the psychological impact of social media exposure on children. The study underscores the need for regulatory frameworks to address the exploitation and well-being of child influencers while also exploring the potential of AI as a support tool for content creation in this demographic. These insights contribute to the discourse on marketing ethics, the commodification of childhood, and the transformative impact of kidfluencers on family consumption patterns. Future research is suggested to delve deeper into the financial arrangements of kidfluencers, their long-term influence on consumer behavior, and the evolving role of AI in their content creation strategies.

—The integration of Big Data and Artificial Intelligence (AI) is fundamentally transforming how labor markets are analyzed, predicted and managed. Despite significant advances in using these technologies for workforce analytics, the field suffers from several critical limitations: existing approaches predominantly rely on data from online job portals that may not capture informal employment sectors, current predictive models lack robustness in long-term forecasting under rapid economic transformations and cross-border data integration remains insufficiently addressed for comprehensive global analyses. Moreover, the field lacks a structured, quantitative assessment of scientific production that provides a comprehensive overview of research developments, with most existing studies being case-specific or focusing on narrow applications, leaving significant gaps in understanding the intellectual structure, key contributors and thematic evolution of this interdisciplinary domain. To address these research gaps, this study presents the first comprehensive bibliometric analysis of global scientific research examining the intersection of AI, Big Data and labor market prediction. Drawing on a systematic dataset of 276 publications from Scopus, Web of Science and OpenAlex databases spanning 2003 to 2025, this research employs advanced bibliometric techniques to map the intellectual landscape of this rapidly evolving field. Through a structured four-phase methodological framework incorporating performance analysis, science mapping and thematic evolution, the study identifies research trends, intellectual structures, influential contributors and emerging themes. The analysis reveals significant developments in predictive modeling, natural language processing, and hybrid AI approaches for recruitment forecasting and workforce analytics, while highlighting critical challenges posed by algorithmic bias and ethical considerations in AI-driven systems. Key contributions include: 1) the first systematic scientific mapping of the AI-Big Data-labor market intersection, 2) identification of research gaps and future directions for long-term labor market prediction, 3) comprehensive analysis of institutional networks and collaborative patterns and 4) evidence-based recommendations for addressing data integration and model interpretability challenges. The findings offer actionable insights for researchers, policymakers and practitioners seeking to leverage intelligent systems to shape the future of work in the digital economy while addressing current methodological limitations.

Abstract The traditional concept of a rigidly defined job with specific, bounded responsibilities has undergone fundamental transformation in recent years. Contemporary employees are increasingly expected to perform tasks beyond traditional job descriptions, demonstrating flexibility, adaptability, and multi-functional capabilities. This phenomenon, termed "de-jobbing," represents a significant shift from static, hierarchical work structures to dynamic, fluid role configurations. This research paper examines the evolving factors driving de-jobbing in the 2023-2025 period, providing a contemporary analysis that extends beyond earlier conceptualizations focused primarily on globalization and cost-cutting. Through comprehensive literature review synthesizing academic research, industry reports, and empirical workplace data, combined with analysis of recent trends in talent management, organizational design, and employment patterns, this study identifies both traditional and emerging drivers of de-jobbing. The research analyses the multidimensional implications of de-jobbing for organizations struggling to maintain coordination and culture in fluid environments, leaders who must develop new competencies to guide without traditional authority structures, HR functions tasked with redesigning systems built around obsolete job-based assumptions, and individual workers navigating careers without the clarity and security of defined roles. Finally, this paper proposes a contemporary framework for understanding workforce evolution in the post-pandemic era, positioning de-jobbing not as a temporary disruption but as a fundamental reimagining of the employment relationship and the organizing principles of productive activity in twenty-first-century knowledge economies. Keywords: De-jobbing, Job crafting, Organizational agility, Digital transformation, AI automation, Role fluidity, Hybrid work models, Gig economy

The development of Artificial Intelligence (AI) technology has had a significant impact on the structure of the workforce, including in Indonesia. This study examines the implications of AI implementation on changes in the national workforce structure and the transformation of traditional work culture values such as family values, loyalty, and hierarchy. The method used is qualitative descriptive through a literature review of academic literature from the past five years. The study covers shifts in work roles, changes in organizational culture values, and adaptive responses from society and institutions to digitalization. The results indicate that while AI enhances efficiency and productivity, the automation of routine tasks particularly in manufacturing and customer service sectors may reduce the need for conventional labor and drive demand for new competencies such as digital literacy, data analysis, creativity, and emotional intelligence. Therefore, adaptive collaboration between government, industry, and educational institutions is needed to formulate inclusive training policies and organizational cultural adaptation strategies to support the readiness of the national workforce to face digital transformation in a fair and sustainable manner.

Abstract: The employment market has undergone an enormous shift as a result of the rapid progress of artificial intelligence (AI). This transformation presents both significant challenges and opportunities. This paper examines the ways in which AI-driven automation is transforming a variety of industries, resulting in employment displacement in sectors that rely on routine tasks and the creation of new roles in technology, data management, and AI maintenance. Addressing the growing disparities between those who benefit from AI and those who are left behind, as well as managing large-scale employment displacement, are the primary challenges. This is particularly true for low-skilled workers. AI, however, also offers chances to boost creativity, productivity, and the creation of highly skilled jobs in cutting-edge industries. In order to alleviate adverse consequences, this investigation underscores the necessity of proactive measures, such as educational reform, reskilling and upskilling programs, and collaboration among educational institutions, governments, and industries. By prioritizing these strategies, the employment market can adjust to the transformative potential of AI, thereby fostering economic development and inclusive job creation by balancing the reduction of traditional roles with the emergence of new opportunities.

Artificial Intelligence (AI) is reshaping labor markets globally, acting as a dual-edged force of transformation. While it promises unprecedented productivity gains and economic growth, it simultaneously raises concerns about job displacement and workforce polarization. This research examines the role of AI in transforming labor markets, analyzing its impact across industries and demographic groups. By evaluating case studies and leveraging econometric modeling, the study highlights the dichotomy between automation-driven efficiencies and the socio-economic challenges of technological displacement. Key findings reveal the potential for AI to enhance productivity, drive innovation, and create new job categories, while also exacerbating skill mismatches and income inequality. The study underscores the critical importance of proactive policies, including re-skilling initiatives, equitable AI adoption frameworks, and collaborative efforts between stakeholders, to mitigate adverse effects and ensure inclusive growth in an AI-driven economy.

The rapid advancement of artificial intelligence, particularly recent developments in large language models, has sparked debates about the role of humans in the workplace. While apocalyptic narratives suggest wholesale worker replacement, reality reveals a complex economic and social transformation process. This article explores technological disruption through historical context, comparing the current AI revolution with previous industrial and software waves. It analyzes the distinctive characteristics of the AI revolution—unprecedented development pace, cross-industry impact, and complementary rather than purely substitutive effects. Strategic responses are proposed at individual (skill development), institutional (curriculum reform), policy (workforce transition programs), and community levels (grassroots initiatives). Economic implications are considered through productivity enhancement potential, labor market polarization risks, and wealth concentration concerns. The evidence suggests AI will transform rather than eliminate employment, with outcomes significantly influenced by institutional arrangements and policy choices rather than technological determinism alone.

The emergence of advanced AI assistants marks a pivotal transformation in human-computer interaction, fundamentally reshaping how individuals and organizations engage with technology. This paper examines the revolutionary impact of AI assistants across various domains, analyzing their current capabilities, implementation challenges, and future trajectories. We explore how these systems are catalyzing changes in workforce dynamics, educational methodologies, and social interactions while addressing critical concerns regarding ethics, privacy, and human agency. Through comprehensive analysis of recent developments and emerging trends, this study provides insights into the evolving relationship between humans and AI assistants, suggesting frameworks for optimal integration and responsible deployment in an AI-driven future.

This study uses Hofstede’s cultural dimensions theory as an analytical framework to explore how parenting strategies in Türkiye are being reshaped in the context of digitalization, educational reforms, and workforce transformations. Shaped by global dynamics, these three domains are not only altering parenting practices but also transforming the underlying values and attitudes that inform them. The study examines how cultural traits such as high-power distance, collectivism, uncertainty avoidance, and future orientation influence parental approaches to childrearing. The erosion of traditional authority due to digitalization, the rise of learner-centered educational paradigms, and the shift toward flexible work models collectively require a redefinition of conventional parental roles. Within this context, the study offers a conceptual analysis of the interaction between parenting strategies and cultural values in Türkiye with the aim of uncovering the cultural underpinnings of the evolving relationships among family, education, and the labor market. The study argues that cultural values are fundamental not only to broader social structures but also to individual parenting behaviors, offering a multi-layered interpretation of how cultural continuity is maintained or redefined in the face of rapid change.

The Fourth Industrial Revolution, in which artificial intelligence (AI) affects the economic and social systems of our world, is a game changer for labour markets across the globe. With its large and youthful human capital, India is at a crossroads. In this study, we explore the implications of AI for the Indian workforce, considering its potential both as a force of disruption and as a source of unprecedented growth. This work is about taking the discussion beyond the old automation lens towards how AI is changing the essential skills and competencies taxonomy of the future. Using a mixed-method approach, combining secondary data analysis of contemporary industry vision papers (NASSCOM, WEF, McKinsey) and government initiatives, this study identifies critical emergent skill clusters—AI Literacy, Cognitive Flexibility, Socio-Emotional Intelligence, and Digital Dexterity. The paper suggests that India can capitalise on this demographic dividend only through a complementary approach of large-scale, multi-sectoral skilling, educational syllabus transformation, and proactive policy interventions in creating a habit of lifelong learning. The conclusion provides a strategic roadmap for India to both address the challenges posed by job displacement due to AI and gain the leading edge in the upcoming AI-driven economy.

Artificial Intelligence (AI) has emerged as a transformational force, reshaping enterprises, businesses, and industries through worldwide dynamic workforce innovation. This study analyzed sentiments expressed by users on the X (formerly Twitter) platform regarding AI's impact on the labor market, mainly focusing on job displacement and employment opportunities. This research aims to identify the range of sentiments expressed, determine the underlying emotional valences, and explore the implications of these sentiments on workforce adaptation, including an analysis of the opportunities and threats posed by AI. Using a reliable open dataset of tweets, the study employed Plutchik's model to categorize emotional states. It assessed them using valence-based and emotion-detection algorithms implemented in the R programming language. The sentiment analysis revealed a predominance of positive sentiments, with many users expressing optimism about AI's potential to enhance efficiency and create new job opportunities. However, significant concerns about job displacement and skills obsolescence were also noted. The analysis also highlighted several opportunities, including AI's potential to increase efficiency, create new job roles related to AI technologies, and drive innovation across various sectors. At the same time, threats were identified, such as the risk of job displacement due to automation, the need for continuous upskilling to prevent skills obsolescence, and the potential for widening economic inequality between those who can adapt to technological advancements and those who cannot. These findings align with MacKuen's theory, which suggests that as individuals become more acquainted with new technologies, their perception generally becomes more optimistic. While AI is often seen as a disruptor, it is also recognized as an opportunity for growth and innovation. The readiness of users to embrace change, acquire new skills, and adapt to industry trends highlights the importance of fostering resilience and continuous learning. This adaptability suggests that AI is increasingly being perceived not as a threat but as a catalyst for development and labor force advancement, positioning it as a driving force for future workforce dynamics.

The rapid development of artificial intelligence (AI) is transforming the job market and infrastructure, bringing both opportunities and challenges. This paper examines AI’s multidimensional impact by combining literature review and empirical research. It first explores the evolution of AI technology and its key drivers, laying the groundwork for assessing its broader implications. The study then analyzes AI’s effects on the job market, focusing on mechanisms of job displacement, transformation, and creation, supported by a regression model to quantify employment trends. Furthermore, it investigates AI’s role in higher education infrastructure, using university libraries as an example to illustrate how AI enhances library automation, resource management, and personalized services. The findings indicate that AI’s impact is highly sector-specific and influenced by automation intensity, workforce adaptability, and institutional policies. The paper concludes with policy recommendations emphasizing reskilling programs, ethical AI governance, and strategies for sustainable AI integration in education and employment sectors.

Modern trends have clearly shown that artificial intelligence is no longer just a futuristic concept of the future. The dynamics of its development and the possibilities of practical application have already made it a powerful force that is fundamentally changing the way people work and function every day. Its impact on the labour market is growing day by day, it is redefining which skills are important, how these skills are formed, and what the future work ecosystem will look like. Many inaccessible tasks that were considered unattainable in the past are easily performed by algorithms and smart machines, which forces people to think about what makes work valuable in an era where technologies have gained more capabilities, speed, and often even lower costs. This paper examines the changing global skills structure driven by artificial intelligence and what this could mean for developing countries like Georgia. Drawing on a wide range of international research, policy reports, and economic analysis, the article identifies five key trends that are already shaping the workforce of tomorrow. First, there is the growing dynamic of skills polarization. Routine middle-level jobs, administration, predictable technical functions, basic data processing are increasingly at risk of automation, while highly skilled creative and low-skilled manual labour are relatively stable. Second, a new skills landscape is emerging, where not only technical competencies are becoming the most valuable, but also digital literacy, creativity, emotional intelligence, problem-solving skills, and the ability to adapt quickly. Third, the gap between the rapid development of technologies and the slow adaptation of human skills is widening. This creates a so-called “skills vacuum.” Fourth, education systems are increasingly out of step with the needs of the labour market, especially in countries like Georgia, where educational and vocational courses often fail to keep up with the digital and hybrid demands of the modern economy. Finally, the public policy response to all this is often fragmented and inconsistent. There are no long-term, national strategies whose main goal should be to prepare society for the transition period. Such trends raise alarm bells, especially in countries where access to retraining and continuing education is limited, regional disparities are keeping people away from new opportunities, and public policies are not yet responding to the scale of technological transformation. In Georgia, the above challenges are particularly alarming given the weak infrastructure and policies of the education system, where the involvement of labour market actors in the process is neglected, leading to inconsistent management of skills policies. It provides a solid foundation for future research and highlights areas where timely action is vital to avoid negative impacts on the labour market. The article focuses on challenges that are not only caused by new technologies but are of a much deeper social, economic, and institutional nature. Preparing for the future requires a proactive and inclusive approach: better coordination between education and business, closer cooperation between the public and private sectors, wider access to lifelong learning, and a redefinition of which skills will be truly relevant in tomorrow’s world of work.

Artificial Intelligence (AI) is reshaping the global landscape, catalyzing rapid transformation across domains such as healthcare, finance, education, governance, and military systems. While its technological advancements promise unprecedented economic efficiency and societal innovation, AI’s proliferation also triggers profound ethical, economic, and human rights challenges. This conceptual study explores the multifaceted implications of AI by critically analyzing its impact on fairness, privacy, accountability, workforce dynamics, and geopolitical governance. Through a narrative literature review of sources published between 2015 and 2024, the study synthesizes insights from peer-reviewed journals, policy frameworks, and global guidelines to examine core ethical dilemmas such as algorithmic bias, surveillance, lack of transparency, and autonomous decision-making. The findings reveal that algorithmic systems often reinforce structural inequities, with real-world case studies such as biased hiring tools and predictive policing illustrating the consequences of opaque and unregulated AI. The study also underscores the emerging tension between AI-driven efficiency and its potential to displace low-skilled labour, exacerbating socioeconomic inequalities and requiring proactive workforce adaptation strategies. Furthermore, it addresses the critical debate around lethal autonomous weapons and AI surveillance, highlighting the urgent need for enforceable global regulatory frameworks. Drawing on ethical theories and international governance models, the paper recommends embedding fairness-aware algorithms, explainability protocols, and human oversight mechanisms into AI design. It also emphasizes the importance of inclusive public discourse, cross-cultural ethical pluralism, and global cooperation in shaping equitable AI futures. While the study acknowledges the conceptual nature of its methodology and the absence of empirical validation, it contributes original theoretical insights to the field of AI ethics by integrating interdisciplinary perspectives from law, philosophy, economics, and data science. This framework serves as a foundation for future empirical research, policy formulation, and educational initiatives that seek to govern AI technologies responsibly.

This article contends that the contemporary wave of artificial intelligence (AI) and automation represents a fundamental and irreversible turning point in the labor market, poised to triumph over a vast spectrum of traditional office-based jobs. Unlike previous technological disruptions, which primarily affected manual labor, the current AI revolution targets cognitive and administrative tasks that form the bedrock of white-collar work. This paper examines the multifaceted drivers of this transformation, synthesizing evidence from technological advancements, economic imperatives, and emerging workforce dynamics. We argue that the confluence of increasingly sophisticated AI capabilities including generative AI, machine learning, and intelligent automation with the relentless corporate pursuit of productivity, cost reduction, and efficiency creates an overwhelming momentum toward replacing human labor with automated systems. The analysis reveals that the scale and scope of displacement in administrative, analytical, and clerical roles are unprecedented, challenging the efficacy of traditional reskilling and adaptation models. While scholarly debate often frames the discussion around job shifting versus job loss, this article posits that the sheer velocity and cognitive depth of AI's encroachment will lead to a net reduction in human-led office roles, fundamentally reshaping the nature of corporate structures and the future of work. The research concludes that this shift is not a distant forecast but an ongoing reality, necessitating urgent reconsideration of economic and social policies to navigate a future where automated systems are the dominant force in office environments.

This paper explores the intersection between Jonathan Haidt's Anxious Generation Theory and Generation Z’s behaviours in the workplace, offering a comprehensive analysis of how overprotective parenting, social media influence, and safetyism shape the professional identity and expectations of this generation. Using a mixed-methods approach, the research examines workplace behaviours, organisational dynamics, and adaptation strategies. Findings reveal that Generation Z prioritises mental health, inclusivity, and purpose-driven work environments, often accompanied by risk aversion and a preference for frequent feedback. These traits influence leadership styles, team collaboration, and policy development. While presenting challenges, such as heightened turnover rates and dependence on validation, Generation Z also offers opportunities for innovation and cultural transformation. This study concludes with actionable strategies for organisations to align with Generation Z’s values while maintaining productivity and adaptability, contributing to a deeper understanding of integrating this emerging workforce into global organisational contexts.