Artificial intelligence is becoming an increasingly common part of education. Around the world, schools are exploring how AI can support teaching, improve learning and help students develop new digital skills. While many education systems are working to expand the use of AI in classrooms, Norway has chosen a different path.
Beginning with the new school year in late August, Norway will impose a near-ban on the use of generative AI in elementary schools. Under the new policy, children aged 6 to 13 will generally not be allowed to use AI tools in school. Students aged 14 to 16 may only use AI under the supervision of a teacher while those aged 17 to 19 will be taught how to use AI responsibly as part of their preparation for higher education and the workplace.
According to Norwegian Prime Minister Jonas Gahr Store, the decision is intended to protect the development of foundational learning skills during the early years of education. Speaking about the new policy, he explained that the use of AI could increase the risk of young children skipping important stages of learning, adding that the most important thing in school is that our children learn to read, write and do mathematics.
The policy comes as Norway continues a broader effort to strengthen learning outcomes. In recent years, the country has introduced measures including a ban on smartphones in schools and has restored greater authority to teachers in maintaining classroom discipline. The government has also announced plans to increase the use of printed books in classrooms, reversing years of increased reliance on tablets and digital learning devices.
Rather than rejecting artificial intelligence altogether, Norway has adopted an age-based approach to its use in education. The policy recognizes that while AI can become an important learning tool for older students preparing for university and future careers, younger children should first develop essential skills such as reading, writing, numeracy and critical thinking without depending on AI-generated assistance.
The decision reflects a wider international conversation about the role of artificial intelligence in education. As AI tools become more accessible, educators and policymakers continue to debate how they should be introduced into classrooms and if younger learners possess the cognitive and critical thinking skills needed to use them responsibly. Some researchers have also raised concerns that excessive reliance on generative AI during the early years of learning could affect students ability to develop independent reasoning, creativity and problem-solving skills.
Norway’s approach does not answer every question surrounding AI in education but it does shift the focus of the discussion. Instead of asking if AI belongs in classrooms, the policy asks when it should be introduced and how it can best support learning at different stages of a student’s educational journey.