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DOI: 10.15862/19SCSK326 (https://doi.org/10.15862/19SCSK326)

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Dodokhodjaeva M.O., Burlyaeva V.A. [The influence of artificial intelligence technologies on child upbringing: pedagogical opportunities, risks, and adaptation strategies in the context of digital transformation] World of Science. Series: Sociology, Philology, Cultural Studies, 2026, Vol. 17, No. 3. Available at: https://sfk-mn.ru/PDF/19SCSK326.pdf (in Russian). DOI: 10.15862/19SCSK326

The influence of artificial intelligence technologies on child upbringing: pedagogical opportunities, risks, and adaptation strategies in the context of digital transformation

Dodokhodjaeva Mohigul Olimjonovna
Educational and Scientific Research Center «Yakhont», Moscow, Russia

Burlyaeva Victoria Arsentyevna
Nevinnomyssk State Humanitarian and Technical Institute, Nevinnomyssk, Russia
E-mail: burlyaeva-va@rambler.ru
RSCI: https://elibrary.ru/author_profile.asp?id=547214

Abstract. This article presents a comprehensive theoretical analysis of the transformation of child rearing in the context of the escalating adoption of artificial intelligence (hereinafter referred to as AI) technologies. The authors note a qualitative restructuring of the primary socialization environment, where artificial intelligence agents (voice assistants, generative models) are acquiring the status of independent actors alongside family and school. For today’s «digital generation», algorithmic interaction is becoming an inherent experience, giving rise to a class of psychological and pedagogical challenges.

The methodological basis of the study is formed by the work of Russian and international scholars in the fields of developmental psychology, digital socialization, and digital pedagogy. A comparative analysis of classical theories of personality development is conducted with modern concepts of digital childhood and algorithmic socialization. Key areas of artificial intelligence application in children’s lives — educational platforms, voice assistants, conversational agents, and parental control systems — are considered, as well as the associated pedagogical opportunities and risks.

The authors of this article introduce working definitions of the key terms «artificial intelligence» and «digital childhood», systematize international and domestic research experience, and identify the key pedagogical effects of AI use and associated threats.

This study shifts the focus of the discussion from the permissibility of children’s use of AI to the problem of ensuring the pedagogically sound and safe nature of this interaction.

A strategy for the harmonious integration of AI into family education is proposed; a pilot study program is developed; and the expected effects of implementing the model are identified.

Keywords: artificial intelligence; child upbringing; digital socialization; digital childhood; media literacy; parental mediation; emotional intelligence; digital transformation of education; pedagogical risks

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