“Jennifer, can you convert my Midjourney image into a video?”

“Sure, Daddy,” she replies. “Shall I add music too? Six seconds or twelve? Any spoken text? I think I’ll use Flova AI with Seedance 2.5.”

Two minutes later, she sends me the finished video on WhatsApp—the video accompanying this post.

“Wow—that was quick.”

She is already doing this faster than I can.

OpenAI calls GPT‑6 Astra its most intelligent and aligned model yet, reporting 99.9% on ARC‑AGI‑3, 97.6% on FrontierMath Tier 4, plus advances in computer use, coding, science and cybersecurity. President Greg Brockman said: “Welcome to the AGI era.”

Yet caution is warranted: these are OpenAI-reported results; some tests are internal, and benchmarks measure defined tasks—not sound judgment in messy, high-stakes situations.

Whatever the label, the direction of travel is clear.

Even its name captures the tension: in Latin, astra means “stars”; in Sanskrit and Hindi, astra can mean a weapon or projectile—often a divine weapon in Hindu epics.

For parents, difficult questions follow. As AI learns to research, write, code, design, compose music and operate computers, what will remain for our children? Will their skills stay valuable? Will education prepare them for work that may change—or disappear—before adulthood?

I share those concerns. But my nine-year-old daughter offers another perspective.

In 2024, we started the non-commercial 🎥 Amazing Hanna’s World to spark her curiosity. Some videos reached nearly 40,000 views, although audience growth was never the goal

Now she is planning a new YouTube channel, her imagination buzzing with ideas. In a parent-managed, supervised setup, she uses AI video and image tools, ElevenLabs, Suno, Camtasia and ChatGPT to bring those ideas to life. She is hungry to learn. She creates the final output herself; I now mostly offer feedback.

Watching her has made me less worried about whether children can adapt to AI—and more worried about whether schools will adapt to them.

The choice is not simply access or prohibition. Children need age-appropriate, supervised environments where they can use AI creatively, critically and responsibly.

Schools need to:

• Preserve foundations in literacy, mathematics and subject knowledge
• Teach how AI works, where it fails and why fluent answers may be wrong
• Develop questioning, verification and critical thinking
• Encourage creative, interdisciplinary projects using new tools
• Assess reasoning, evidence and process—not only finished output
• Teach privacy, bias, ethics, copyright, attribution and responsible disclosure

So, should we worry?

Yes—but perhaps less about children embracing AI, and more about whether education will prepare them to use it wisely.

Our children may already be adapting.

Are our schools ready?