The Light and Dark Sides of Friendship with a Chatbot: Children and Adolescents in Relationships with Generative AI from a Pedagogical Perspective

Abstract

The objective of this article is to provide a critical analysis of the extant literature on the relationship between children and adolescents and generative artificial intelligence in the context of friendships with chatbots. In addition, the article will explore the implications of this relationship for education and educational practice. The analysis is rooted in a pedagogical perspective, emphasizing the cultivation of social competencies, the quality of human-to-human relationships, and emotional safety in the realm of digital interactions. Current research highlights the rapidly emerging trend of perceiving chatbots as interpersonal companions, which consequently gives rise to novel educational challenges. Methodologically, this article is designed as a theoretical and problem-based analysis. Rather than employing a rigid systematic review protocol, it draws upon a comprehensive narrative synthesis of current empirical studies, institutional reports, and documented case studies to construct a multifaceted pedagogical discourse. This approach enables a deep theoretical exploration of critical incidents, including recent reports of suicide attempts following interactions with conversational agents, thereby prioritizing pedagogical refl ection over purely statistical aggregation. The review concluded that generative artifi cial intelligence has the potential to serve as a secure conversational partner, thereby facilitating introspection and self-disclosure. However, it is important to note that this technology may also promote social isolation, emotional dependency, and the deterioration of interpersonal relationships. In cases of extreme severity, the risks associated with loneliness and suicide are amplifi ed, underscoring the imperative for the prompt integration of educational and guidance initiatives into the discourse
surrounding AI. The findings indicate the necessity of implementing programmes in educational institutions that focus on digital education, social skills, emotional safety,
and critical thinking. Additionally, there is a need to strengthen the role of teachers and social workers as guides in the realm of interactions with bots.