The release of OpenAI’s Sora 2 marks a turning point in the relationship between generative AI and education. For the first time, text-to-video systems can produce coherent and photorealistic scenes that blur the boundary between what is filmed and what is fabricated. This commentary examines the ethical, pedagogical, and policy implications of this shift in children’s learning and safeguarding. Drawing on emerging research, international frameworks, and ethical theory, it argues that AI literacy must extend beyond functional competence to civic and moral capacity. Teachers require sustained professional learning to design reflective, human-centred practices that help young people navigate synthetic media critically and compassionately. The commentary concludes that education should not retreat from generative technologies but humanise them, cultivating discernment, empathy, and responsibility as essential literacies for the age of synthetic video.
Andrew Firr (Thu,) studied this question.