Teaching AI in Rural Schools Isn’t a Luxury. It’s a Lifeline.

In a recent article, the World Economic Forum declared that AI literacy is now a core competency in education—a shift as profound as the rise of reading or math instruction in public schools. It’s a clear sign of where the world is headed. And it’s a call to action for all of us working in rural, remote, or underserved regions:

Our students cannot afford to be left behind.

Schools across Alaska are full of brilliant, resilient, and wildly creative students. But too often, these same students are held back—not by their potential, but by assumptions:

• “AI is too advanced for them.”
• “They need more ‘real world’ skills before they touch tech.”
• “Let’s limit screen time in schools—they’re already on screens too much at home.”

We hear these arguments. And we understand the heart behind them. But we also know this:

A balanced life and a prepared mind are not opposites.

Let’s Talk About Screen Time

We agree: kids need time off their screens. They need to climb trees, build forts, make soup with their aunties, and sit around the kitchen table talking story. They need sleep, safety, connection, and a world that isn’t pixelated.

But let’s not confuse home responsibilities with school purpose.

At school, we use the tools that work. We use pencils, books, microscopes, mixing bowls—and now, we use AI. Because it works. Because it’s not going away. Because students who understand it can compete for jobs and shape the future without ever leaving home.

If we want our students to thrive in a changing world, they need:

• Digital fluency, not just digital caution.
• Ethical training, not just firewalls.
• Agency, not just supervision.

Imagine a high school senior in St. Mary’s or Hoonah:

• Working part-time as a remote tech assistant for a climate research lab
• Training AI to recognize Indigenous languages and traditional place names
• Designing AI-assisted tools to help elders document oral histories

This isn’t science fiction. It’s happening already. All they need is:

• 🧠 Training from a teacher who understands AI
• ⚡ Stable power
• 📶 Reliable internet

They don’t need to leave their village to get a job. They need us to stop gatekeeping the tools.

The Equity Argument

When we deny AI literacy to rural students because of “screen time,” what we’re really saying is:

Only urban and wealthy kids deserve access to powerful tools.

We would never say that out loud. But policies that ignore digital equity do exactly that.

Let’s be clear: teaching AI isn’t about handing students more devices. It’s about teaching how to think critically, use responsibly, and create meaningfully in a tech-saturated world.

AI literacy is:

• A workforce skill
• A civic competency
• A form of cultural survival

What We Recommend

If you’re a parent, teacher, or leader wondering how to balance it all, here’s our stance:

✔ Use AI tools in school—intentionally, ethically, creatively

✔ Limit recreational screen use at home, and replace it with conversation, movement, and care

✔ Train teachers, support families, and provide access so that rural students can thrive—without having to leave

Balance matters. But so does access. And rural doesn’t have to mean behind.

🗞 Source: “Why AI Literacy Is Now a Core Competency in Education” – World Economic Forum, 2025

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