According to a Reuters report, the Norwegian government has decided to prohibit students from first to seventh grade, typically aged between 6 and 13 years, from using artificial intelligence tools in classrooms. The new directive is scheduled to come into effect in September.
The government stated that the decision has been driven by concerns over declining test scores and a noticeable reduction in critical thinking abilities among students. Authorities believe that excessive reliance on AI-based tools is weakening foundational academic skills, including reading, writing, and mathematics. Officials emphasized that children must first develop core learning competencies independently rather than depending on automated digital responses.
Under the revised framework, students aged 14 to 16 years in lower secondary education will be permitted to use AI tools only under strict teacher supervision. The government has clarified that controlled exposure at this stage is intended to ensure responsible and guided usage.
For students aged 17 to 19 years in higher secondary education, the policy allows broader and more structured engagement with artificial intelligence tools. At this level, students are expected to learn appropriate and effective use of AI to prepare for higher education and future employment.
The Norwegian authorities have stated that the primary objective of this policy is to protect foundational learning skills and preserve students’ ability to think independently. The move comes amid growing global debate over the role of artificial intelligence in education and its long-term impact on cognitive development.
Officials maintain that limiting early exposure to AI is essential to ensure that students develop strong academic discipline and intellectual resilience in an increasingly technology-driven world.
Conclusion:
Norway’s decision reflects a significant shift in the global conversation around artificial intelligence in education, positioning child cognitive development and independent learning at the center of policy-making as countries grapple with the rapid expansion of AI tools in academic environments.
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