When seeing is not believing

When I was a full time classroom teacher, one of the most important lessons we gave children in Computing was about digital literacy.

Don’t trust the first result on Google was generally the main essence. Check multiple websites. Use reputable sources. Look for evidence. Prefer primary research over secondary research.

In simple terms, we were teaching children a hierarchy of trust online and at the top of that hierarchy sat something fairly straightforward:

What can actually be seen. Photographs. Video footage. Real-world evidence.

Seeing, as the saying goes, was indeed believing.

The problem now, and for a number of years in-fact, is that artificial intelligence is beginning to quietly dismantle that final rule.

Examples are endless online. Many are fairly benign such as cute animals, children, funny scenarios. But, many are not and I’m sure you’ve seen some of the new AI-generated fitness videos appearing online.

Perfect physiques.

Extreme transformations.

Quick fixes.

Sometimes they’re obviously fake but often not - certainly for a young child - and unlike the more obvious Photoshop edits of the early 2000s, many look normal and that’s what makes this shift so significant.

For years, we worried, rightly, about unrealistic magazine imagery, particularly for girls and young women. I remember those debates growing up in the 1980s and 1990s. Airbrushed covers became symbolic of impossible beauty standards and the pressure they created.

I also remember how it impacted those close to me and I have been particularly conscious of the issue since the birth of my beautiful daughter.

But today’s challenge feels different.

Firstly, it’s no longer gender specific.

Boys are increasingly exposed to unrealistic body standards, hyper-masculine influencers, ‘looksmaxxing’ culture and algorithmically amplified content promoting impossible physiques and lifestyles.

Secondly, and perhaps more importantly, AI changes the nature of evidence itself.

Historically, a photograph or video sat relatively high in our hierarchy of trust.  Not perfect, but believable. Now though, even that assumption is weakening.

A child scrolling social media today may encounter:

• AI-generated influencers who don’t exist.

• Fake transformation videos.

• AI-enhanced faces and bodies.

• Fabricated podcast clips and interviews.

• Perfect lifestyles assembled almost entirely by algorithms.

This creates a difficult challenge for parents.

As mentioned previously, for years, digital literacy largely meant teaching children how to search for information safely and critically. Look for multiple examples. Check for reputable URL’s. Verify claims.

But what happens when the information itself is no longer the only issue?

What happens when children begin comparing themselves to people, lifestyles and standards that may not even exist?

That concern goes far beyond technology.  It affects confidence, identity, self-worth, and body image.

Expectations.

And perhaps most importantly, a child’s understanding of what is normal. What is reality?

We are entering a world where AI can generate not just information, but aspiration.

And aspiration is powerful, particularly for young minds still forming their understanding of success, beauty, health and happiness.

So, what can we actually do as parents?

Rely on governments?

Based on how quickly our Government has responded to the impact of Social Media for our young children … I’m not convinced that’s a complete solution.

Rely on the AI companies themselves?

This isn’t as strange as it seems and it does appear these companies are interested in developing watermark type, authentication standards. A cynic might say, it’s just to show off how good they are, but there does seem to be some momentum on this issue.

However, even if these systems do become widespread, they will take time. History also suggests that where safeguards exist, people will find ways to get around them.

Ban technology altogether?

No, we need to be realistic, but the answer also can’t be pretending these tools don’t exist.

Artificial intelligence is becoming woven into everyday life remarkably quickly. Children will grow up alongside it in the same way previous generations grew up alongside the internet.

The real challenge is helping children build new forms of digital literacy.

Not just:  ‘Is this website trustworthy?’

But:

‘Who created this?’

‘Why was it made’

‘What is this trying to make me feel?’

‘Is this realistic?’

‘Could this have been generated or manipulated?’

‘Should I compare myself to this at all?’

Those (really open) conversations matter enormously.

Because algorithms are not designed to optimise truth, balance or wellbeing.  They are designed to optimise engagement.

If unrealistic content captures attention, platforms will continue showing more of it and children need to understand that.

Also, reiterating my mantra of previous articles - there is a huge difference between passively absorbing endless content and understanding how media is actually produced.

When children experiment with image generation tools, video editing, coding or AI tools themselves, something important happens.

The illusion weakens and they begin to realise how easily digital content can be manipulated.

How easily images can be generated. How easily ‘reality’ can be constructed.

Ironically, understanding the technology may become one of the best protections against blindly trusting it.

We need to help children become creators, not just consumers.

For decades, we taught children not to believe everything they read online.

We now need to teach them not to believe everything they see.

Because in the age of AI, digital literacy is no longer just about finding information.

It’s about deciding what deserves our trust. It’s about understanding the reasons we are watching a particular piece of media. It’s about challenging everything we see.

WHO? WHY? HOW? WHAT?

Who made it?

Why did they make it?

How as it created?

What is it trying to make me think, feel, or do?