SHOULD WE TEACH COMPUTER PROGRAMMING TO SCHOOL CHILDREN?

SHOULD WE TEACH COMPUTER PROGRAMMING TO SCHOOL CHILDREN?

That question might sound unusual to some, but in China, they are already teaching children as young as six years old not just basic computer programming, but artificial intelligence (AI) programming. Starting September 2025, it will even be mandatory across the country.

This is not an isolated project—it is national policy. China’s Ministry of Education has mandated that all primary and secondary students learn AI for at least eight hours a year. The program is tiered: younger kids explore AI in daily life, middle graders learn coding and automation, and older students tackle neural networks, data training, and even ethical debates. Tech giants like Alibaba, Baidu, and SenseTime are supporting this rollout with tools and platforms. In short, China is shaping its next generation not just to use technology but to create it.

Some observers fear this will raise a generation of “cyberwarriors.” Others argue that this is simply the logical next step in preparing for the digital age. What is clear is that China is not reacting to technological disruption—it is designing for it. That is the essence of anticipatory governance.

Now, let us look at ourselves. Here in the Philippines, a few private schools have already begun teaching Java and Python, but public schools are far behind, and AI programming is nowhere in sight. Unlike China, the idea has not even crossed the minds of most of our policymakers. The Department of Education (DepEd) is still wrestling with problems like teacher shortages, classroom deficits, and outdated curricula. And yet, can we afford not to even try?

We often say we want to be globally competitive. But can we achieve that if our students remain digital consumers while children in China, Singapore, and South Korea are becoming digital creators? Singapore, for example, has been embedding AI into its “Smart Nation” strategy, and the UAE will roll out AI learning from kindergarten by 2025. South Korea is also expanding AI teaching from high schools down to elementary levels. Even California has legislated the inclusion of AI concepts in K–12 education.

So where does that leave us? Do we simply wait until the digital divide between us and our neighbors becomes permanent? Or do we start, even modestly, by piloting AI education in a handful of public schools?

Of course, teaching AI programming is not just about adding a new subject. It requires upgraded hardware, better servers, stable internet, and even reliable electricity. Data centers for AI consume more power and water for cooling. These are real, systemic issues. But should we use them as excuses not to begin? After all, many of our schools already have basic ICT labs. Could we not start small—maybe barangay-level AI literacy hubs or modular programs integrated into STEM subjects—while gradually upgrading infrastructure?

Which agencies should lead this? DepEd will have to be at the center, but the Department of Information and Communications Technology (DICT) and the Department of Science and Technology (DOST) must be co-players. And yes, Congress will need to legislate frameworks to fund and sustain this initiative. China elevated it to the level of national policy. Why can’t we?

If we want to raise a generation that can compete in the AI-driven world, we must start preparing them now. Otherwise, we risk raising another generation left behind in the digital economy.

I am not saying that every Filipino child should grow up to be an AI engineer. But imagine the empowerment if even a portion of our youth could use AI to improve agriculture, predict typhoons, solve traffic problems, or innovate in small businesses. Imagine barangay-level AI applications for disaster preparedness or climate monitoring.

We always complain that our country is lagging behind. Well, here is one way to start catching up. Let’s begin the conversation seriously. Let’s push for a pilot program now, not ten years later. By then, the world will have moved on again, and we will still be stuck trying to catch up.

The choice is ours: will our children be passive users of imported apps, or will they be creators of the next generation of technologies? That depends on whether we act now.

Ramon Ike V. Seneres, www.facebook.com/ike.seneres

iseneres@yahoo.com, senseneres.blogspot.com 

01-12-2026

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