15.4%城市未成年人拥有AI学习机，AI从工具走向陪伴

Core Insights - Artificial intelligence technology is increasingly embedded in the learning and daily lives of minors, transitioning from tool-based usage to companionship-based usage [1][2] - The "Youth Blue Book: Internet Usage Report of Chinese Minors (2025)" reveals the latest trends in internet usage among minors in China, based on the 12th survey of minors' internet usage [1] Group 1: AI Learning Devices - The penetration rate of AI learning devices among urban minors is 15.4%, while it is only 5.8% among rural minors, indicating significant urban-rural disparities in resource availability and usage frequency [1] - AI learning devices are not only serving as educational aids but are also gradually forming the foundational data interfaces in intelligent education governance structures [1] Group 2: Digital Reciprocity - The phenomenon of "digital reciprocity" is becoming increasingly prominent, where minors are taking on the role of digital educators for their parents, with the proportion of minors teaching their parents digital technology rising from 23.8% to 28.8% [2] - In rural areas, the proportion of minors acting as digital guides has reached 39.4%, significantly higher than the 28.8% in urban areas [2] Group 3: Platform Limitations and Recommendations - Despite the introduction of "minor modes" on most online platforms, there are significant shortcomings in content filtering, permission settings, and interaction management, with a one-size-fits-all approach failing to meet the diverse cognitive and developmental needs of minors [2] - The Blue Book recommends that platforms urgently establish age-appropriate governance systems, dynamically setting usage permissions, interaction features, and content boundaries based on age and usage data [2] - Specific recommendations include enhancing content filtering and interaction restrictions for younger students while allowing broader information access for older students, alongside promoting a collaborative protection network among families, schools, and platforms [2]