- Статьи
- Society
- Lessons of the future: Russian schools will start teaching the basics of using artificial intelligence
Lessons of the future: Russian schools will start teaching the basics of using artificial intelligence
Russian schoolchildren will be taught how to use artificial intelligence. A pilot project on such training will be held in the Moscow region. Special practice-oriented courses will also help children develop information security skills. Such training is a timely and necessary step that will create the foundation for systematic personnel training in the IT industry, experts say. However, it is necessary to introduce children to generative networks with care in order to avoid dependence on technology. Is it safe to teach schoolchildren how to work with neural networks — in the Izvestia article.
The trend of the times
Schoolchildren in Russia will begin to learn how to use artificial intelligence and information security. A pilot project dedicated to this will be held in the Moscow region. The corresponding order was approved by Russian President Vladimir Putin.
Mikhail Mishustin, Chairman of the Government of the Russian Federation, and Andrey Vorobyov, Governor of the Moscow Region, were appointed responsible for its execution. The Russian government, together with the government of the region, will have to ensure the organization and implementation of the pilot. The new courses will become part of the federal basic general education programs.
Teaching children how to use AI competently is a timely and necessary step, says Andrey Sidenko, head of Online child safety at Kaspersky Lab.
— According to our study "Adults and children on the Internet", about a quarter (26%) of schoolchildren over the age of 10 are already using neural networks, including for homework, — the expert cites statistics.
The approach to materials when teaching students how to use artificial intelligence should be carefully thought out, says Andrey Zarubin, Vice President of Education and Science at InfoWatch Group. The focus should be on information about the creation, training and development of neural networks, their capabilities and limitations.
It is better to build a program for schoolchildren around practical activities, says Stanislav Yezhov, Director of AI at the Astra Group. The courses should include working with generative models, industrial engineering, and machine learning using examples.
At the same time, the curriculum should include not only a basic introduction to the principles of neural networks, but also the ethics of artificial intelligence, responsibility for its application, as well as practical tasks of data analysis and automation, draws the attention of Senator Igor Murog, member of the Federation Council Committee on Science, Education and Culture.
— It is important that children see real examples of the use of AI in medicine, industry, logistics, culture and education. This will stimulate interest in engineering professions," he expects.
Schoolchildren should understand how artificial intelligence helps solve real-world problems in different fields, Yezhov agrees. Otherwise, in five years, Russia may face a shortage of personnel to implement sovereign AI solutions in critical infrastructure, the expert warns.
In addition, it is extremely important to develop critical thinking in children when working with AI, Anastasia Gorelova, head of the Committee for Informatization of Education at the Russian Academy of Sciences, head of training programs at the Lukomorye IT ecosystem, is convinced.
— It is necessary to teach schoolchildren to verify information, recognize the so-called hallucinations of neural networks and verify content. Children already know how to write basic ideas, now it is necessary to form the skill of conscious and responsible use of the tool," she says.
The topic of hygiene of interaction with AI cannot be ignored in the curriculum, says Yakov Filevsky, an expert on sociotechnical testing at Angara Security. Students should understand that artificial intelligence should not be attributed to human qualities, and therefore they should not try to make friends with a chatbot.
The aspect of psychological safety is extremely important, Sidenko agrees, since 20% of schoolchildren today immediately turn to chatbots when they need to talk, and 18% ask questions that they are embarrassed to discuss with adults.
— This indicates that children are looking for understanding and support. However, empathy and care are something that a child receives only in live communication with parents and loved ones," the Izvestia interlocutor emphasizes.
Current direction
Experts believe that information security training for schoolchildren will be an extremely important module in the courses. According to a Solar study conducted in 2025, almost half of teenagers (45% of respondents) found it difficult to define the term "cybersecurity," said Anastasia Hveschenik, product manager of Solar WebProxy at Solar Group.
Therefore, within the framework of general education, it is necessary to understand the main risks associated with the use of modern technologies and ways to protect yourself, Andrei Zarubin believes.
— It is necessary to tell students how to handle bank cards correctly, how to behave in case of suspicious calls and messages, why it is forbidden to tell outsiders usernames, passwords and codes, follow links from messengers and so on, — the interlocutor of Izvestia lists.
Andrey Sidenko is convinced that when teaching information security in schools, special attention should be paid to topics related to the recognition of various types of online fraud, such as phishing, scamming, spam, telephone fraud and other relevant threats. At the same time, according to the format, such lessons should not be exclusively theoretical, he clarifies.
— Teachers need to be told how to recognize suspicious links, how to respond to letters from the "security service", "Public Services", requests from the "friend's mom" in messengers, and so on, — Khveschenik points out.
Protection of personal and confidential data should be a mandatory part of the courses, says Anastasia Gorelova.
— Both students and teachers should clearly understand where the line between personal and public information lies. It is necessary to explain which data cannot be transmitted to the neural network, and which are acceptable for work," she emphasizes.
It is also worth paying attention to the security of the devices, Khveschenik urges. Students should understand why they need to update software and install antivirus software in a timely manner, how public Wi-Fi networks work and what risks they carry, etc.
In addition, the topics of cyberbullying and digital footprint should be included in the program at all stages of training, the Izvestia interlocutor adds.
Igor Murog sees the need to focus on the "ecology" of digital culture within the framework of this module, which involves the formation of responsible online behavior skills and an informed choice of information sources.
Step-by-step involvement
The opinions of experts regarding the age at which to start training are divided. Andrey Zarubin is convinced that the basics of information security and cyber hygiene can be introduced into the curriculum from the moment children have their first smartphones and tablets. Many people start using gadgets as early as grades 1-3. Therefore, it is important to create programs for different levels of technology proficiency, adapting exercises to the specific age of schoolchildren.
The basics of information security need to be explained from the moment when a child gets his first gadget in his hands, confirms Andrey Sidenko.
"Even the smallest users can easily learn how to protect their data," he said.
Anastasia Khveschenik also admits the possibility of teaching the basics of cybersecurity and the use of neural networks in elementary schools. Young users are also exposed to cyber threats, the Izvestia interlocutor recalls. At the same time, an easy immersion in neural networks, conducted in a playful way, will create the basis for further intellectual development.
— In elementary school, introductory lessons can be conducted on what areas of life we encounter with artificial intelligence algorithms. It makes no sense to immediately immerse children in the development of algorithms, especially if the algorithmic base is not formed," says Andrey Sidenko.
Courses on the use of AI and information security should be conducted for all levels of education, adapting them to the age of students, agrees Ksenia Akhrameeva, Candidate of Technical Sciences, head of the Laboratory for the Development and promotion of cybersecurity competencies at Gazinformservice. In this case, children will be able to learn about artificial intelligence learning algorithms in middle school, and start working with AI agents in high school.
Igor Murog believes that it is advisable to start studying at about the age of 12, when basic logical and mathematical skills and critical thinking have already been formed. And Stanislav Yezhov recommends conducting courses from grades 7-8. At the same time, in-depth modules with practice on real-world tasks can be organized for high school students, which will give the country ready applicants for AI specialties by 2027.
Long-term planning
The introduction of artificial intelligence and information security training in schools reflects the state's long-term strategy for digital sovereignty and technological independence, Igor Murog argues. These courses will create the foundation for systematic personnel training in the IT industry, he is convinced.
— Schoolchildren will come to colleges and universities with an idea of modern technologies, which will shorten the adaptation period and improve the quality of specialized education. Such early integration of AI learning is of strategic importance for the formation of a talent pool in the digital economy," the senator emphasizes.
Many high school students are already showing interest in cybersecurity and building neural networks, Ksenia Akhrameeva recalls. This interest must be maintained through practical projects and motivation. This approach will allow us to grow strong specialists in the IT and information security industries.
The courses will prepare students for future professional areas in IT, which will create the basis for a deeper study of existing specializations in this field, agrees Yakov Filevsky. Currently, educational institutions spend the first two years building a student base, Stanislav Yezhov notes. Studying at schools will allow applicants to come with real skills, so they will not need to master the topic from scratch. The basics learned in schools will become a springboard for accelerated immersion in more specialized tracks at universities and colleges, confirms Anastasia Hveschenik. Such a base will allow from the first year to engage in the most applied study of technologies that meet the tasks of the profile.
— If students master the practice of working with AI, we will reduce the time until the graduation of a productive specialist from 6 to 4 years. For the market, this is +20-25% annual growth in ready—made personnel by 2030," Yezhov expects.
Thin matter
However, it is necessary to introduce children to generative networks with caution, warns Andrey Zarubin, pointing out that there is a risk of getting used to a quick result, which can teach schoolchildren to delegate mental activity to a machine.
"In the long run, too much use of generative neural networks can lead to children not having the habit of thinking and reasoning independently, and this risks the degradation of an entire generation," the expert warns.
Andrey Sidenko confirms that there is indeed a possibility of reducing critical thinking and forming dependence on technology with active training in the use of artificial intelligence.
"That is why such initiatives should be implemented gradually, with the selection of the most effective methods from a pedagogical point of view," the specialist emphasizes.
According to Yakov Filevsky, assignments should be designed so that students show understanding of the process and use AI as a tool, rather than a substitute for their own reasoning.
— Like any tool, be it a pencil or a calculator, AI requires proper use. If a culture of conscious work with technology is formed from an early age, dependence will not increase, but, on the contrary, decrease, Anastasia Gorelova is convinced.
Critical thinking can suffer in the current environment, when children learn AI on their own without adult support, says Ksenia Akhrameeva. Proper education, on the contrary, will only contribute to its development, as students will learn to evaluate the reliability of artificial intelligence data by analyzing them.
With the proper development of critical thinking and fact-checking skills, students will use AI technologies more effectively, Anastasia Hveschenik is sure.
Active preparation
At the same time, it is important to understand that today teachers still do not have sufficient competencies to confidently teach AI as a discipline, says Yakov Filevsky. According to some estimates, 80% of computer science teachers have not worked with industrial AI, says Stanislav Yezhov. In this regard, it is critically important to train teachers before introducing courses, Anastasia Gorelova emphasizes.
Without special mass professional development programs, only a small part of teachers will be able to competently prepare classes on the use of AI and information security, warns Andrey Zarubin. Retraining of teachers, according to Yezhov, will require at least 40-60 hours of practice. At the same time, it is desirable that information security practitioners participate in this process.
The IT business can transfer the necessary competencies to teachers before launching courses, Anastasia Khveschenik agrees. The training of teachers should not be a serious problem, since today they regularly attend courses and master classes on individual educational tracks.
Courses on the use of artificial intelligence designed for adults have already been developed and are constantly being upgraded, Ksenia Akhrameeva recalls. Therefore, teachers' lack of competence should not be a serious obstacle.
But in terms of providing schools with the necessary infrastructure, much will depend on the content of the courses, Zarubin draws attention.
"It is quite possible to form a program for schoolchildren in such a way that a regular computer science class is enough for high—quality teaching of the basics of information security," he admits.
A basic set of tools may be enough for teaching, Khveschenik agrees. You will need a projector, computers, and Internet access, which schools are often equipped with.
When choosing neural networks for teaching in schools, it is worth paying attention to the creator company, finding out what resources it invests in ensuring cybersecurity and how it trains its model. It is better to use domestic platforms whose servers are located in Russia, the Izvestia interlocutor recommends.
Переведено сервисом «Яндекс Переводчик»
