Passive High Screen Time Linked to Lower Well-Being in Young Children, Global Study Finds
A new global study of over 80,000 parent reports shows that passive high screen time in children aged 4–6 is linked to lower well-being. The study, published in April 2025, found that higher screen time correlates with issues in psychosocial well-being, social functioning, parent-child relationships, and behavioral functioning. However, the researchers emphasize that the type and context of digital content also play significant roles in these outcomes. They suggest that parents can mitigate negative effects by moderating screen time, choosing high-quality educational content, and engaging in tech activities with their children. (Medical Xpress)
A recent survey reveals that 57% of parents feel disconnected from their children’s modern career goals, such as becoming content creators or e-sports professionals. Half of the surveyed kids say their parents don’t take these aspirations seriously. Interestingly, 84% of parents also admit that tech use has helped their children become more creative, empathetic, and socially skilled. According to the study, the top 5 dream jobs among 11–17-year-olds are video game designer or tester, software developer, teacher or tutor, content creator or streamer, and graphic designer—reflecting a strong interest in both digital creativity and hands-on learning. (The Sun)
Beijing will make AI education mandatory in all schools starting this fall, requiring at least eight hours of AI instruction per year. Elementary students will get hands-on experience with the basic AI concepts, while older students will focus on practical applications and AI ethics. The curriculum aims to create a teacher-student-machine learning model, preparing students for an AI-driven future. (Business Insider). This move aligns with China’s broader strategy to lead in AI development, as the country has already invested heavily in AI research and education reforms. With AI playing a growing role in industries worldwide, Beijing’s approach highlights the urgency of AI literacy in modern education systems.