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Artificial intelligence (AI) systems increasingly shape youth’s educational, social, and informational environments. Although numerous ethical frameworks and guidelines have been developed to guide AI governance, including the OECD AI Principles and the UNESCO Recommendation on the Ethics of AI, they rarely address young people’s perspectives when interacting with AI in their everyday lives. At the same time, the United Nations Committee on the Rights of the Child, in General Comment No. 25 published in 2021 on children’s rights in the digital environment, affirms that children should be actively involved in decisions concerning digital technologies that affect them. Objective: This study examines how the scientific literature conceptualizes youth’s right to participate in AI. Methods: An interpretive scoping review was conducted. Database searches and reference list screening were performed between 2010 and 2024 using combinations of keywords related to artificial intelligence, youth, participation, and ethics. Following a systematic selection process, 15 sources were included and analyzed thematically. The corpus comprises peer-reviewed articles, a position paper, legal analyses, policy review reports, and narrative reviews, selected to capture both empirical and normative perspectives on the topic. Results: The literature highlights youth participation in AI as both a children’s rights requirement and a condition for legitimate digital governance. However, a significant gap persists between young people’s widespread exposure to AI systems and their limited influence in decision-making processes. Discussion: Integrating youth participation into AI governance and education may contribute to more inclusive and developmentally informed technological ecosystems.
Lalande et al. (Wed,) studied this question.