Children’s perception and imagination of ai through Italian primary school drawings

Artificial Intelligence (AI) and Large Language Models (LLMs) are becoming increasingly pervasive in our daily lives, transcending cultures and generations. Today’s children are growing up in a world deeply intertwined with AI. But what do children know about AI? How do they perceive it? How do they imagine its capabilities, evolution, and impact on our future?

This study explores children's perceptions of AI, as reflected in drawings created by Italian primary school students in 2024 for a calendar competition organized by the Istituto Nazionale di Geofisica e Vulcanologia (INGV) in collaboration with CINECA, titled "Out and about with AI". Launched in 2005, the INGV calendar project invites schools each year to submit student artwork on various Earth science themes. The initiative serves a dual purpose: to engage young learners with science, technology, and the natural world, while also providing a unique opportunity to explore their views on Earth, science, AI, the environment, and sustainable behaviors.

Beyond its contribution to science education, the project engages with broader discussions on Geoethics and the responsibility of science in addressing global anthropogenic changes. The analysis highlights how the information presented to young audiences shapes their perceptions of AI, influencing their imagination and expectations regarding its role in society. It also examines how children perceive the intersection of AI with Earth systems and the ethical implications of technological advancements.

The results provide valuable insights into children’s attitudes toward AI, their confidence in its future development, and how they envision its potential. These findings encourage us to reflect on the current state of AI, its future evolution, and the ethical questions surrounding its role in society.

Furthermore, the study contributes to our understanding of the role of geoscience in education, with a particular focus on how we can better equip the next generation to understand the complexities of Earth systems and prepare them to address global challenges. The findings not only inspire reflection on the present and future of AI, but also offer important perspectives on children’s awareness of geoethical issues and their confidence in AI’s potential to address pressing environmental challenges.