Youth in the Age of AI: Why Canada Needs a Youth-Centred AI Policy Now

As a student growing up in a digital-first world, I've watched artificial intelligence go from a sci-fi buzzword to a quiet force shaping everyday life, from personalized ads and writing tools to software used in my classroom. At first, these tools felt like magic. But over time, as I engaged more with policy work and digital literacy programs, I began to notice something concerning: AI was becoming more powerful, but youth voices weren't becoming any louder in shaping how it's used.

The way that young people study, live, and work is being revolutionized by artificial intelligence. However, there isn't a distinct youth-centred approach to AI policy in Canada. We run the danger of creating a digital future that ignores the distinct experiences, difficulties, and aspirations of a whole generation if we do nothing now.

Rethinking AI's Role in Education

The use of AI in the classroom is growing. Machine learning-powered tools can tailor material, provide teachers immediate feedback, or automate administrative duties. When used properly, these innovations have the potential to improve learning's responsiveness and engagement.

But we have to be cautious. As a high school student enrolled in a demanding academic program, I have witnessed the potential of educational AI as well as its drawbacks. While some students rely on generative tools to generate ideas for essays, others utilize AI-powered platforms to study languages or get more math support. Instructors are also beginning to experiment with lesson generators and asking quick questions. However, many of us—both students and teachers—do not completely understand how these systems operate, how much data they gather, or what biases they could have.

It's not about opposing technology here. It's about utilizing it sensibly, openly, and with well-defined boundaries. National education regulations that emphasize student privacy, guard against unintentional prejudice, and guarantee AI complements human interaction in learning rather than replacing it are necessary to govern the integration of AI into classrooms.

Additionally, we must provide young people the skills they need to think critically about AI. This entails incorporating digital literacy and AI into school curricula so that students learn how to comprehend and challenge the technologies as well as how to utilize them.

Can AI Replace a Human Touch in Medicine?

Lately, I've heard more students at my school wonder aloud if "the next generation of doctors will just ask ChatGPT." The statement is half-joking, but below the irony is a genuine worry: To what extent will healthcare be mechanized in the future? And if AI begins to take the place of human thought or care in medicine, what will happen to empathy, clinical judgment, and trust?

As I work to develop Dr. Interested, a youth-led program aimed at igniting interest in the medical industry, I've seen this tension increase. The potential of AI to aid in diagnosis, simulate procedures, and even decipher medical scans intrigues students. But they are also concerned: If an app can spit out answers, would physicians cease learning how to reason through cases? Will efficiency take the place of empathy?

In actuality, artificial intelligence will be used in medicine. Although we shouldn't be afraid of it, we should intentionally prepare for it. AI usage should not be the only thing taught to aspiring doctors. They must learn to challenge it, check it, and recognize its limitations. They must also be based on human connection, cultural awareness, and moral judgment—things that technology cannot duplicate.

Policies that integrate AI ethics and literacy into high school health science curricula and pre-med programs are necessary. Opportunities to investigate the advantages and disadvantages of AI in medicine should be provided via career-focused STEM programs, not only in theory but also through actual case studies and community discussions.

We must train physicians who are fluent in both technology and dignity if we are to create a healthcare system that is both inventive and compassionate.

The Future of Work Needs Future-Ready Youth

AI is changing the workforce more quickly than any high school curriculum can catch up. While occupations in AI, cybersecurity, and data science are expanding, entry-level positions in retail, administration, and even customer service are being automated. However, many young people lack access to the mentoring and training required to benefit from these advances, particularly those from underrepresented or low-income groups.

As someone who's worked with youth-driven organizations and observed these disparities up close, I believe it's time we bridge the AI opportunity gap. Canada needs to fund inclusive, open, and cost-free upskilling courses in digital ethics, coding, and artificial intelligence. These initiatives shouldn't be restricted to prestigious universities or big cities. Every young person deserves a chance in the future, regardless of their background or place of residence.

Youth Must Be at the Table — Not Just Online

Despite all this, young people remain largely excluded from national conversations about AI. Although we are the main consumers of new technology, and it will be us who this technology affects as it grows in the future, we are rarely the ones influencing its regulation. This has to change.

Young people are innovators, critics, and creators in addition to being tech consumers. My personal advocacy work with research programs and non-profits has demonstrated the strength of young voices when they are included in decision-making processes. We provide real-world experiences and innovative ideas that no software business or think tank can match, whether we're voicing concerns about algorithmic fairness or offering solutions for ethical AI usage.

That's why I believe Canada should establish a Youth Digital Advisory Panel within Innovation, Science and Economic Development Canada (ISED). This panel would make sure that the opinions of young people are directly included in the creation of policies pertaining to digital rights, data governance, and artificial intelligence.

Conclusion: Building a Future We Deserve

Though we have a choice in how we react, the growth of AI will not slow down. We have two options: either we create policies that embody our ideals of responsibility, empowerment, and fairness, or we passively accept new instruments without inquiry.

Even if young people cannot vote on policies just yet, we will still be affected by them. A genuinely progressive AI approach has to prioritize human experiences, safeguard our welfare, and elevate our voices.

Artificial intelligence is about humans, not just about technology. And it is time for Canada to start listening to the generation that will live in the world AI creates.