As artificial intelligence becomes an integral part of the lives of young people in South Africa, youth development leaders emphasize that teaching moral judgment and ethical character is crucial to ensuring that technology is used for the benefit of society.
Despite the seemingly limitless potential of artificial intelligence, there is a deep moral obligation to ensure that South African youth learn more than just the mechanics of using new technologies. Although algorithms can imitate human traits such as genuine emotions or personal ethics with striking accuracy, true authenticity in these deeply human spheres remains unattainable without human involvement.
In the 1990s, it was difficult to imagine how quickly the growth of AI would change our daily lives. Cinema offered its dramatic predictions, for example, films like 'The Terminator' depicted a bleak future where superintelligent machines waged full-scale war against humanity.
The famous warning from the soldier Kyle Reese about The Terminator in the classic 1984 science fiction film bears a striking resemblance to modern concerns. As he concisely stated: 'It cannot be reasoned with. It will not stop until you are dead!'
These words from Reese, describing the relentless cybernetic killer, vividly reflect contemporary anxieties about autonomous digital systems—perhaps without physical violence, but with equal persistence in exploiting digital vulnerabilities and reshaping social landscapes.
This is where the significance of human will emerges, especially among the next generation. Modern children are growing up alongside AI, and for them, integrating this technology into daily life seems completely natural. Whether they are doing schoolwork or creating digital art, a child will likely turn to an AI-based assistant at some point.
However, many educators and development experts argue that excessive or unconscious reliance on such tools can hinder fundamental cognitive and personal development. Mark Lubner, Executive Chairman and CEO of the youth development organization 'Afrika Tikkun', explains: 'Our children and youth are learning to prompt AI before they learn to question it.' He adds that this is not merely a skills gap, but a critical judgment gap that must be actively addressed.
'Afrika Tikkun' asserts that educators and educational institutions have a fundamental duty to help young people form a strong moral foundation so they understand how to use AI wisely and responsibly. Lubner continues that this involves instilling sound judgment, ethical practice, core moral norms, and social values from an early age. These key qualities cannot be absorbed through a short, intensive course when people reach early adulthood; they are formed just like character—slowly and deliberately over many years.
There is an urgent need to create a strong, humane foundation in how we teach interaction with AI. Young people armed with such a powerful digital tool must understand that broad technological capabilities demand equal moral responsibility. Cultivating this perspective is critical if we hope to harness AI for the benefit of all humanity.
