Longworth: Preparing WC youth for an AI future

Artificial intelligence is no longer a distant idea; it is already changing how people write, learn, code, work, communicate, organize information and solve problems.

For young people, this creates both opportunity and uncertainty.

The question is no longer whether AI will affect education and employment. It already is. The more important question is how can we help young people use AI wisely, ethically and confidently so they are not left behind?

That question has guided much of my recent work.

Over the past several months, I have been developing a new educational book called A Basic Python Primer for Gen Z. My goal is to release the book before the end of the summer. While the book introduces beginner Python programming, its real purpose is broader. It is designed to help young people learn coding, problem-solving, responsible AI use, ethical thinking, inclusion and confidence in a rapidly changing world.

Python is one of the most useful programming languages for beginners. It is used in education, automation, data analysis, web development and artificial intelligence. But for many students, coding can seem intimidating at first. My aim is to make Python friendly, practical and meaningful.

The book begins with the basics: printing messages, using variables, working with numbers and text, understanding brackets, organizing lists, sorting information and learning how to debug mistakes. But it also introduces something I believe is essential for the future; the responsible use of AI as a learning companion.

I call this idea an ‘AI Buddy.’

The AI Buddy is not meant to replace the teacher. It is not designed to simply give students the answer. Instead, it acts more like a patient sidekick — offering hints, asking questions, helping students understand errors and encouraging them to keep trying. Used properly, AI can help students become better thinkers, not just faster answer-seekers.

That distinction matters. If AI is treated only as a shortcut, students may miss the deeper learning. But if AI is used as a coach, tutor, question-asker and confidence-builder, it can become a powerful educational tool.

This is especially important because future job opportunities will increasingly favour young people who can combine technical skills with human skills. Tomorrow’s workers will need to know how to ask better questions; work with intelligent tools; check information carefully; solve practical problems; communicate clearly; and act responsibly.

Not every young person needs to become a professional programmer. But many will benefit from understanding the basics of coding and AI. Whether they go into business, health care, education, skilled trades, agriculture, science, design, public service, or entrepreneurship, AI literacy will matter.

Canada is now moving in this direction nationally. The federal government’s new AI for All strategy includes a National AI Literacy Initiative intended to make entry-level AI training more accessible to Canadians. Public libraries and community organizations are specifically being recognized as trusted places where this learning can happen. That is very encouraging for communities like West Carleton.

In fact, the Prime Minister’s announcement of the AI for All strategy referred to entry-level AI training for Canadians; support for students and educators; and a national effort to help people prepare for the changing economy. The strategy has also been reported as aiming to support future job creation and productivity growth in Canada. For young people, the message is clear: AI literacy is becoming part of future readiness.

This is where I believe West Carleton can take practical action.

Alongside my writing, I have also released a couple of AI-based apps that explore how technology can support everyday community needs. These projects have helped me see that AI does not have to be reserved for large corporations or distant institutions. It can be used locally, modestly and practically, to help seniors, students, families, community groups and small organizations.

For me, this is the meaning of AI for Good, Python for Benefit.

It means using technology not only to make things faster, but to make life better. It means helping young people learn skills that can serve both their own futures and their communities.

This summer, I would like to move from ideas to action.

My first goal is to complete and release A Basic Python Primer for Gen Z before the end of the summer. My second goal is to test the learning approach with students. I am already involved with a private school in exploring Python learning, and I would also like to develop a short local summer course, possibly through the public library.

A possible summer course could be called: Python and AI for Gen Z: Learning to Code with an AI Buddy.

The course would be beginner-friendly. Students would not need previous coding experience. They would learn basic Python; practise small exercises; use AI responsibly for hints and debugging; and complete simple projects connected to real-life needs.

A practical local action plan might include five steps:

• First, offer a short introductory Python and AI course for youth through a library, school, or community organization.
• Second, teach students how to use AI as a learning helper rather than an answer machine.
• Third, include ethical issues such as privacy, bias, accuracy, fairness, inclusion, and responsible decision-making.
• Fourth, encourage students to create small ‘Python for Benefit’ projects, such as organizing information, helping a club, supporting a community event, assisting seniors or solving a simple local problem.
• Fifth, build partnerships among parents, educators, librarians, youth groups, seniors’ residences and local organizations so that AI learning becomes a community effort rather than an isolated technical subject.

This does not need to begin as a large program. In fact, it may be better to start small. A four-session pilot with a small group of students could provide valuable feedback and show what works. From there, the program could be improved and expanded.

My own background in education has shaped this approach. I have spent many years teaching systems, technology, mathematics and problem-solving. I have also written about youth, resilience, purpose and the importance of helping younger generations find their way in a complex world. This Python project brings those interests together.

The book is not simply about teaching code. It is about helping young people prepare for a future in which technology and human judgment must work together.

That is why ethics, responsibility and inclusion are central to the book. AI should not become a tool that benefits only those who already have advantages. It should be used to widen opportunity. It should help students who are unsure of themselves. It should support different learning styles. It should encourage curiosity rather than fear.

West Carleton has always had a strong community spirit. We have schools, libraries, parents, grandparents, seniors, volunteers, small businesses, churches and local organizations that care about the next generation. AI gives us a new opportunity to connect those strengths.

Imagine students learning Python by creating small tools that help a community event. Imagine youth helping seniors understand AI safely. Imagine a library hosting AI literacy sessions for families. Imagine a private school, public library, or youth group testing a practical local model that other communities might later adopt. Imagine young people seeing technology not simply as entertainment, but as a way to serve.

That is the future I hope to encourage.

AI will continue to change quickly. We cannot slow that down. But we can help young people meet the change with confidence, judgment, creativity and purpose.

If we teach students to code, think critically, use AI responsibly, and apply their skills for community good, then we are doing more than preparing them for future jobs. We are helping them become thoughtful contributors to the future.