China makes AI compulsory in parts of K–9 curriculum as a strategic priority

Chinese education authorities have moved beyond pilot projects and are rolling AI instruction into mandatory information-technology courses for younger students in selected districts, including much of Beijing. The policy staggers topics by grade, introducing basic concepts early, progressing to data and coding, and then addressing algorithmic logic and agent‑style systems at later elementary levels. Officials present this as a deliberate pipeline: early exposure to computational thinking and AI tools is meant to seed future talent for industry, research and state priorities. For families, the policy sits at the intersection of aspiration and anxiety; some parents see AI literacy as essential for future employability, others worry about age‑appropriate exposure. Teachers in the implementing schools are blending hands‑on projects—robotics, image generation and simple programming—with curriculum guidance from the education ministry. That practical approach aims to normalize AI as both a tool and a field of study, not merely as abstract theory. At the national level, the curriculum change aligns with broader strategic goals to reduce dependence on foreign technology and accelerate domestic capacity in advanced computing. Yet introducing powerful tools to children raises unresolved questions about cognitive development, online safety and equitable access across regions and income levels. The rollout also amplifies existing debates over whether schooling should train specialists early or preserve a universal, exploratory childhood. Industry actors and some parents welcome the shift; regulators and educators face the near‑term task of defining safeguards, teacher training and measurable learning outcomes. Implementation will determine whether this becomes a vector for narrowing the digital divide or, conversely, for widening disparities between well‑resourced urban districts and peripheral areas.