Norway Restricts AI Use in Schools, Prioritizing Foundational Learning Skills

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Norway Restricts AI Use in Schools, Prioritizing Foundational Learning Skills

Norway Restricts AI Use in Schools, Prioritizing Foundational Learning Skills

Ecosphere News Service 2026-06-20 20:03:00

Oslo, Norway, June 20 – Norway has announced sweeping restrictions on the use of artificial intelligence (AI) tools in schools, becoming one of the first countries to significantly limit generative AI use among younger students. The move reflects growing international concerns over the impact of AI on children's learning, cognitive development, and educational outcomes.
Under the new policy, which will take effect from the upcoming academic year, students aged 6 to 13 in elementary schools will generally not be permitted to use generative AI tools in classrooms. Students aged 14 to 16 will be allowed limited access under direct teacher supervision, while older secondary-level students will continue to learn how to use AI responsibly as part of their preparation for higher education and future careers.
Norwegian Prime Minister Jonas Gahr Støre said the government is concerned that excessive dependence on AI could undermine the development of essential skills such as reading, writing, mathematics, and critical thinking. According to government officials, children must first master fundamental learning processes before relying on advanced technological tools.
The decision is part of a broader effort by Norway to reduce the influence of digital technologies in schools. In recent years, the country has introduced restrictions on smartphone use in classrooms, promoted the return of physical textbooks, and proposed stronger measures to limit children's exposure to social media. These initiatives have been linked to concerns about declining academic performance and increasing screen time among young people.
Education experts worldwide are closely watching Norway's approach as governments grapple with the rapid rise of AI in education. While AI offers opportunities for personalized learning and academic support, policymakers are increasingly debating how to balance technological innovation with the need to preserve independent thinking, creativity, and foundational learning skills. Recent academic research has also highlighted concerns that overreliance on AI may reduce deep learning and critical evaluation if students accept AI-generated information without scrutiny.
Norway's decision adds momentum to a growing global conversation about responsible AI governance in education. As countries seek to harness the benefits of artificial intelligence, the Norwegian model underscores the importance of ensuring that technology complements rather than replaces core human learning and cognitive development.
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