Empowering Young Minds: Teaching AI and STEM to Displaced Children in Athens
By: Amalia Toutziaridi
Having recently graduated from high school, so far, I had viewed education only from the perspective of the student; that said, it was quite the transition to be on the other side of the classroom for the first time. Teaching displaced children aged 13–18 about Artificial Intelligence (AI) and STEM at a shelter in Athens, Greece, was undoubtedly an eye-opening experience. I was incredibly lucky to have Erica by my side, co-teaching and sharing our observations.
The camp was organized in collaboration with the Home Project-–a non-profit organization dedicated to providing support and assistance to unaccompanied refugee minors in Greece. The organization was founded in 2016 and operates 14 shelters. Through various educational initiatives, the Home Project aims to equip these children with essential skills, knowledge, and opportunities that can help them build a brighter future — focusing on mental health, education, pedagogical and social support. By partnering with the Home Project, our team had the privilege of making a meaningful impact on the lives of these children and contributing to their growth during their challenging journey to rebuild their lives in a new country.
The 5-day workshop featured activity guides funded by the “Neom Company.” The first four days were dedicated to demonstrations, games, theory, and a lot of reflecting. The lesson plans explored the strengths and weaknesses of AI, training data and machine learning, the importance of sensors and senses, as well as generative AI (AI and Art). The fifth day focused on a hands-on project, namely creating a chatbot with BERT. The students then made a presentation on their own, explaining how the 5 Big Ideas on AI apply to their chatbot.
Having my team’s support was instrumental in the success of this camp. Days before the camp, we were introduced to what a K-W-L chart is — a way to track what one knows, wants to know, and has learned about a specific topic. We made this chart in every lesson during the 5-day camp, which gave us valuable insight into the students’ background, their questions, and how effective our teaching was.
Following the same logic, I thought I would share what I knew, what I wanted to know, and what I have since learned following the camp.
What I Knew
I have always had a strong passion for technology and AI. However, I found the topic of AI to be unapproachable and thought it was too complicated. Pushing myself to compete at the World Artificial Intelligence Competition for Youth (WAICY) in 2021 changed my perspective on this topic. The following year, I had the honor of being a judge at WAICY, and I realized I wanted to share with others that AI is approachable with the help of the millions of resources that exist simply with the push of a button. The creativity one can unleash with the help of AI has since intrigued me.
While my interest in AI is clear, I must admit I was made aware of the ethical perspective of AI at an early stage. Indeed, AI has incredible potential and is growing at a rapid pace, opening up various new possibilities; notwithstanding, it also requires a deep sense of responsibility. It is vital that we make AI education accessible to aid people in getting a better understanding of the world around them whilst still respecting our inalienable human rights and ethics. As an AI enthusiast and member of the new generation, I feel like it is my duty to share both the ethical and unethical side of AI, including ways to strike a balance between the two. AI education has the power to increase our civic engagement, career preparedness, sense of belonging, and digital literacy — if used appropriately.
Besides the aforementioned, I knew it was not going to be an easy task stepping into the shelter on the first day. Our only goal was to get the children to come back the following day, and, if possible, have them retain at least one thing from the entire lesson.
What I Wanted to Know
This camp sparked my interest from the start:
- How do we maintain the students’ attention when they all have such different backgrounds?
- How familiar are the students with AI and its transformative capabilities?
- How do we make everyone feel included, even if confidence levels are low?
- How engaged are the kids in Greek society?
What I learned
1. How do we maintain the students’ attention when they all have such different backgrounds?
This was an issue we faced from the first day. The students’ ages ranged from 13–18. We had both male and female students, and they all came from different shelters in Greece (all under the same organization). Some of them had been living in Greece for five years, others only for 1. Additionally, some children have been going to school and are almost fluent in Greek and/or English; still, others’ language level was limited, and they had to use Google Translate to read written text or ask their classmates who spoke the same language for a translation. Besides, their trouble sleeping at night was often a barrier to our morning lessons, as some kids were falling asleep.
While we struggled to maintain everyone’s attention on the first day, we made alterations each day to suit the needs of the students. We realized that using games and interactive demonstrations worked best to hook the children’s interest. Simply teaching them about different concepts was not enough; they had to do the work to familiarize themselves with AI and STEM. The tangible results of their efforts boosted their confidence and enthusiasm, motivating them to participate more actively.
Furthermore, we made it a point to contextualize the activity guides, connecting AI and STEM concepts to their everyday lives. By relating the lessons to examples they encountered in their communities or online, we bridged the gap between theory and practice, making the subject matter more relatable and relevant.
Understanding their varying energy levels due to their living situations and difficulties sleeping at night, we adjusted our lesson schedules to better suit their needs. Shortening the lessons to 90-minute sessions allowed us to maintain focus and engagement throughout the day, ensuring that the students were actively involved and retaining the knowledge.
2. How familiar are the students with AI and its transformative capabilities?
To my surprise, the students were familiar with AI and had coded beforehand. Some of them even knew Javascript, while they had all used Scratch. All kids were able to identify different instances of AI in their everyday lives, focusing mainly on examples related to their age groups — such as ChatGPT, face filters, and TikTok and YouTube recommendation algorithms.
Still, they lacked knowledge when it came to the negative side of AI. The students were fascinated by how much AI can achieve, but they were unaware of the unfair treatment and discrimination some populations may face due to its use.
By day 5, their awareness of the unethical side of AI had significantly evolved. Engaging in discussions about data bias, the students gained insight into the consequences of AI systems perpetuating inequalities and stereotypes. Notably, one student’s observation about TikTok face filters highlighted how AI’s use in social media can impact one’s self-confidence, raising concerns about the potential psychological effects of AI-enhanced appearances.
This transformation in their understanding underscored the importance of including ethical considerations in AI education. As they grasped the ethical dimensions of AI, the students developed a more well-rounded view of its potential and limitations. They recognized that while AI can be a powerful tool, it requires responsible and thoughtful use to avoid unintended harm.
3. How do we make everyone feel included, even if confidence levels are low?
Establishing a relationship of mutual respect was vital in achieving this. The first two days, there was a clear distinction between us teachers and the students. They seemed to view us as figures of authority rather than equals. Consequently, the students had reactive behavior, making a lot of noise, whispering to one another, and not participating much.
As the week progressed, there was a shift in the atmosphere. We made sure to sit at the table with the students instead of standing up to avoid differentiating ourselves. We also had the students stand up on the board and write things on their own, compared to us doing so. Day three was the highlight of the week for me when students clapped at the end of the lesson and thanked us. Seeing the smiles on their faces and the gradual bond we began to develop reminded me that, at the end of the day, kids need someone to believe in them and give them a voice. While many kids did not raise their hands to participate in the lesson, when directly asked questions and recognized, they seemed more confident. I also found it crucial to ask questions related to each kid’s specific interests — i.e., instead of asking about AI and senses in general, focus on senses in relation to soccer.
Another barrier to everyone feeling included was the racial and offensive comments some of the students made to one another during the lesson — possibly due to their own insecurities. Instead of punishing the students, which would push them further away from us, we focused on turning the comments around. Relating the comments to AI and our specific lesson plans made the students reflect on what they said and focus on the educational aspect; by the end of the camp, students stopped making offensive comments.
4. How engaged are the kids in Greek society?
Despite the challenges they have faced as displaced individuals, the children showcased resilience and adaptability, actively participating in various aspects of Greek society. Their involvement in sports, such as kickboxing and soccer, not only reflects their interest in physical activities but also highlights their ability to form social connections. Some of them also noted they go out with their friends on weekends, while almost all of them go to school. Moreover, their appreciation and familiarity with Greek culture, including the cuisine and history, demonstrate their eagerness to immerse themselves in the local way of life.
While the children have embraced elements of Greek society, they have managed to maintain strong links to their home countries, preserving their traditions and culinary practices. This dual cultural identity is a testament to their ability to cherish their heritage while integrating into a new environment. By balancing their connections to both Greek society and their roots, these children exemplify the richness that diversity brings to a community.
Given their level of integration in Greek society, the importance of data literacy is highlighted. As AI and technology continue to permeate various aspects of our lives, the ability to understand, analyze, and interpret data becomes increasingly essential. Data literacy equips individuals with the skills to make informed decisions, critically evaluate information, and navigate the digital landscape responsibly. By integrating data literacy into their educational journey, these children can harness the potential of AI and STEM to address real-world challenges, bridge knowledge gaps, and contribute meaningfully to society. By supporting their engagement in both their local community and global conversations, we can ensure that these resilient young minds have the agency to address complex issues and positively impact the world around them.
Final Thoughts
Teaching displaced children about AI and STEM has been an eye-opening and transformative experience for both me and the students. Witnessing their curiosity, enthusiasm, and growth throughout the workshop has reaffirmed my belief in the power of education to empower and uplift young minds. By contextualizing AI concepts and fostering an inclusive learning environment, we were able to bridge gaps in knowledge, language, and confidence levels, allowing every student to actively engage with the material. I am grateful for the opportunity to share this journey with Erica and to inspire the next generation of AI enthusiasts who will shape the future of this rapidly evolving field. The smiles, claps, and gratitude from the students on the final day served as a reminder that with compassion, dedication, and belief in our students, we can make a positive impact on their lives and pave the way for a more informed, empowered, and responsible society. As I get ready to begin college in the fall, I plan on continuing to advocate for accessible AI education and embrace the limitless creativity that AI can unlock for the betterment of our world.
This article was written by Amalia Toutziaridi. Amalia is AI Education Fellow at ReadyAI.org
Amalia Toutziaridi is an incoming first-year student at MIT from Athens, Greece, with a passion for technology and social impact. She plans to major in Electrical Engineering and Computer Science with a concentration in education. With a strong background in coding, Amalia competed in the World Artificial Intelligence Competition for Youth (WAICY) in 2021 and developed the app “navigAId.” An ambassador for WWF’s Eat4Change program, Amalia aims to explore computational sustainability in the future and advocate for equity in STEM opportunities.
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