AU researchers contribute to national initiative on children’s understanding of AI
As many as 73% of Danish children aged 9–14 are already using artificial intelligence. However, many lack a fundamental understanding of the technology and its possibilities.
That is why Danmarks Radio has joined forces with several partners – including the Center for Computational Thinking and Design (CCTD) at Aarhus University – on a new national project ULTRA:BYTES, which aims to strengthen children’s technological understanding and digital literacy.
From the department, participants include Professor Marianne Graves Petersen and postdoc Karl-Emil Kjær Bilstrup, who contribute research on how children and young people can understand and engage with technology in critical and creative ways.
The project builds on the experiences from ultra:bit, but expands the focus to a broader understanding of digital technologies – including AI – across school, home, and leisure contexts. The goal is to provide children, teachers, and parents with tools to navigate a digital everyday life where technology plays an increasingly important role.
“Children are already using AI extensively, but use is not the same as understanding. If we want to prepare children for the future, we need to give them insight into how technologies work and what they mean for their lives and society,” says Professor Marianne Graves Petersen.
ULTRA:BYTES will develop teaching materials, learning activities, and competence development programmes for primary and lower secondary schools in preparation for the introduction of technological literacy as a subject area in 2027/28.
“It’s not just about learning how to use technology, but about being able to question it, challenge it, and use it creatively. That understanding is essential if children are to participate actively in a digital society,” says postdoc Karl-Emil Kjær Bilstrup.
The project runs from 2025 to 2029 and involves schools across Denmark. Read more about the project [in Danish].
Researchers from the department contributing to the project include Professor Marianne Graves Petersen, postdocs Karl-Emil Kjær Bilstrup and Mille Lunding, as well as PhD students Luke Connelly and Maja Dybboe.