Bridging the Digital Divide: Strategies for Parents with Limited ICT Knowledge in Supporting Young AI Prodigies

Abstract

Background: Information and communication technology and AI have become integral parts of the education curriculum and systems in Ghana, requiring all stakeholders to participate in teaching and learning tasks to ensure sustainability and success. Objective: This article examines how parents with limited ICT knowledge can meaningfully support children who show exceptional ability in artificial intelligence, children whom this study terms 'AI prodigies.' Drawing on family AI literacy theory, digital parenting research, and parental mediation frameworks, the study investigates the relational, motivational, and metacognitive strategies available to low-ICT parents. Methods: A sequential explanatory mixed-methods design was employed involving 60 families with children aged 8–14 who demonstrated advanced AI-related skills. Data were collected through a validated Parental ICT/AI Literacy Survey (DCAT + AI Literacy Supplement), semi-structured interviews (60-90 min), structured home observations (two visits per qualitative subsample family), and children's self-reports. An observing-truth protocol, triangulating self-report, behavioural trace logs, and independent observations, was applied to reduce social desirability bias. Quantitative data were analysed using structural equation modelling (SEM) in Mplus 8.10; qualitative data underwent reflexive thematic analysis. Results: Three key findings are anticipated: (a) effective low-tech strategies, including Socratic questioning, modelling learning behaviours, and motivational scaffolding, do not require high ICT competence; (b) joint AI exploration (participatory learning mediation) strengthens both shared family AI literacy and parental agency; and (c) tensions around ethics, screen time, and parental techno-confidence can be mitigated through purposefully designed AI-based supports. Conclusion: A design framework for family-centred AI literacy resources tailored to low-ICT parents is proposed, comprising Conversational Agent Supports, Parent-facing Micro-Interventions, and Child-centred AI Tools with Caregiver Guidance. The framework carries implications for educators, designers, and policymakers committed to equitable AI talent development.