Two-thirds of Maltese children already use generative AI, European study finds

Around two-thirds of a sample of Maltese children already use generative artificial intelligence tools, according to a European study released to mark Safer Internet Day.

The findings place Malta close to the European average and underline how rapidly AI has become part of children’s everyday digital lives.

The study, conducted by the EU Kids Online network (EUKO) surveyed more than 25,000 children aged between nine and 16 across 20 European countries, including Malta. Based on data collected in 2025, it is the first EU Kids Online study to focus specifically on how children use and understand generative AI tools such as ChatGPT, Gemini, and Co-Pilot.

Commenting on the results, the Malta National Coordinator for EU Kids Online, academic Mary Anne Lauri said “Malta’s findings closely reflect what we are seeing across Europe.”

“AI is not merely the future for our children; it is already part of their everyday digital lives. What the data shows is how quickly these tools have become normalised, often before schools, parents, and policymakers have had time to respond. The real question is whether adults are ready to guide them.”

The research shows that AI use increases sharply with age, with older teenagers far more likely to use generative AI regularly than younger children. Researchers link this to growing digital independence and the increasing relevance of AI for schoolwork.

Education is the main driver of AI use. EU Kids Online said that, like their peers across Europe, Maltese students turn to AI tools to help with homework, explain difficult concepts, summarise information or save time on repetitive tasks.

Some of the children interviewed across Europe admitted to copying AI-generated text directly to assignments. Meanwhile, many said they would prefer clear guidance on how to use such tools responsibly rather than outright bans.

The report warns that inconsistent school policies risk leaving students confused about what is acceptable. Researchers argue that bans alone are unlikely to reflect children’s reality, particularly when AI tools are already embedded in everyday platforms, like Google.

Beyond schoolwork, a smaller number of children reported using AI chatbots for more personal reasons, including advice on health, relationships, or emotional concerns. While this behaviour is not widespread, researchers caution that AI is sometimes filling gaps in support during moments of stress or loneliness, raising questions about safeguarding and wellbeing.

Another key finding is the growing knowledge gap between children and adults. Many children said they learned about AI through friends, siblings, or social media platforms like TikTok and YouTube, rather than from parents or teachers. Parents were often unaware of how frequently their children used AI or what these tools were capable of.

The report calls on national governments to respond by developing child-centred AI policies, supporting schools with clear educational frameworks, and providing parents with practical guidance.

As Safer Internet Day 2026 focuses on “Smart tech, safe choices”, researchers stress that children should not be left to navigate powerful new technologies alone.