What do New Zealand youth want from an AI-era internet?
Twenty-eight rangatahi told a participatory New Zealand study that connectivity is essential, AI makes online authenticity harder to judge, and young people want a genuine role in digital policy. The qualitative sample provides depth, not national prevalence estimates.
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At a glance
- 1The research involved 28 predominantly 16-to-24-year-old rangatahi in one-to-one and group discussions facilitated by four youth organisations from March to July 2026.
- 2Participants described internet access as essential for education, work, banking, services and relationships, while AI-generated content added uncertainty to an environment already affected by scams and misinformation.
- 3The flexible qualitative design was built for practical insight and explicitly not for quantitative estimates, so it cannot show how common any view is among New Zealand youth.
Research topic
How rangatahi describe digital inclusion, online trust and participation as generative AI becomes part of everyday internet use
The answer: connection is essential, but trust is getting harder
Young New Zealanders in this participatory study described the internet as infrastructure for ordinary life rather than optional entertainment. They used it for education, employment, banking, services, hobbies and relationships with whānau, friends and communities. When data, devices, electricity or rural connectivity failed, the consequence could be a missed class, meeting, application or source of support.
Generative AI did not appear as a separate technical topic. It intensified an existing problem: participants already approached online content with scepticism because of scams, misinformation, bullying and harmful material, and synthetic content made authenticity harder to judge. Some also described useful AI support for job applications, administrative tasks and learning. The finding is a tension—usefulness alongside uncertainty—not a verdict that young people accept or reject AI.[1][2]
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Twenty-eight participants generated qualitative evidence
Te Rourou, One Aotearoa Foundation and One New Zealand worked with Brainbox Institute and four youth-focused organisations: Number 10, VOYCE, The Y South and Te Ara Tirama. From March to July 2026, those partners engaged 28 rangatahi, predominantly aged 16 to 24, through one-to-one and group discussions supported by semi-structured questions.
The project relied on relationships already established between youth workers and participants. Local organisations helped test and refine the questions, then adapted a shared framework to their context. Researchers used text-analysis software to identify themes, shared the interpretation back with partners and participants for feedback, and incorporated that response. Participation was anonymous. The report does not give demographic counts, locations for every participant, a recruitment denominator or the number in each discussion format.[1][2]
The method prioritised voice over prevalence
The report explicitly says it was not designed to produce quantitative data. That is appropriate for questions about how young people experience connection, safety and authority, because open discussion can surface issues that a fixed questionnaire misses. Participatory interpretation may also reduce the risk of adult researchers imposing a framework without checking it against the people described.
It also sets a hard boundary on the claims. Twenty-eight participants connected to four partner organisations cannot estimate the percentage of rangatahi who distrust AI, support a policy or face a particular access barrier. Existing relationships may make discussion safer, but they can shape who participates and what is shared. Flexible facilitation means not every group necessarily received identical prompts, while a funder linked to a telecommunications company has an institutional interest in digital inclusion and connectivity.[1]
AI changed the trust problem more than the access problem
Cost, device availability, mobile data, power cuts and unreliable rural service remained concrete barriers. AI did not replace those problems. Instead, it added a layer to the skills and trust needed to benefit from being online. Participants described constant vigilance around what is real, how content was made and whether a person or system was manipulating them.
That distinction matters for policy. Affordable access without the ability to assess synthetic content can leave people connected but exposed. Media-literacy teaching without reliable data and devices can tell young people to verify information while denying them the time, tools or alternative sources needed to do it. Digital inclusion in an AI era therefore joins infrastructure, safety, skills and agency rather than treating them as separate programmes.[1][2]
Young people asked to shape decisions, not just receive safety advice
Participants wanted meaningful involvement in digital policy, platform design and online-safety work. The report's three priorities are to treat reliable and affordable connection as essential, strengthen safety and trust as AI expands, and build authentic participation by rangatahi. It argues that young people are experts in their own online experiences and should help design responses from the beginning.
For schools and public services, that suggests ongoing youth panels with a defined influence over decisions, feedback on whether guidance is usable, and paid or otherwise supported participation rather than symbolic consultation. For platforms, it means testing authenticity cues, reporting tools, location controls and youth-account settings with the people expected to use them. A consultation is not authentic merely because young people attended; institutions should show what changed and why.[1][2]
What practitioners can use now
Teachers can combine practical verification with explicit permission rules: compare a generated claim with an original source, discuss when altered media should be labelled and let students explain which signs changed their confidence. Youth workers can treat access failures as barriers to education, work and relationships rather than as low motivation. Public-service teams can keep non-digital routes available when data, devices or electricity fail.
The report also cautions against safety material that underestimates young people's existing knowledge or makes individuals solely responsible for platform risks. Useful support can start from strategies participants already use, then add access to trusted adults, reporting channels and independent verification. Where organisations propose age-based restrictions, young people should be asked about workarounds, unintended exclusion and the skills they would need when restrictions end.[1]
What would change the assessment
The study establishes that these experiences exist and deserve attention; it does not establish their national frequency. Confidence in broader claims would rise with transparent purposive sampling across Māori, Pacific, disabled, rural and urban communities, a clear participant profile, and a representative survey that tests how widely the qualitative themes are shared. Longitudinal work could examine whether trust and verification strategies change as tools and labelling rules evolve.
The next evidence should also test interventions. Do youth-designed authenticity prompts improve detection without creating false confidence? Do affordable-data schemes improve school and work participation? Does a youth advisory group alter platform or government decisions in ways participants recognise? The present report is strongest as an agenda for co-design and weakest when read as a measure of all New Zealand youth.[1][2]
A local study with wider relevance
Aotearoa's language, institutions and digital-equity history are specific, and the term rangatahi carries a cultural context that should not be flattened into a generic global label. At the same time, the structural combination is familiar elsewhere: essential digital services, unequal connectivity and a flood of synthetic content that raises the cost of deciding what to trust.
The transferable lesson is procedural. Policies for young people should not infer their needs only from adult risk models or national averages. They need local infrastructure evidence, direct participation and evaluation of what changes in practice. Generative AI makes that work more urgent, but it does not erase the older problems of affordability, reliable access and institutional accountability.[1]
What this means for people
- Young people need reliable devices, data and power to reach education, work, banking, services and relationships.
- Teachers and youth workers can build verification skills without treating young people as passive or responsible for every platform risk.
- Public bodies and technology companies can give youth panels defined influence and publish how their input changed decisions.
Global context
The study is rooted in Aotearoa New Zealand and should not be treated as a prevalence estimate for other countries. Its core tension is widely relevant: digital access increasingly determines participation, while generative AI makes authenticity harder to assess. Comparable work elsewhere should preserve local cultural context and include young people in both research and decisions.
What the evidence does not yet show
- The qualitative sample contained 28 participants connected through four youth organisations and was not designed to represent all New Zealand rangatahi.
- The report does not provide detailed participant demographics, the number invited, subgroup denominators or the count contributing to each theme.
- Facilitators adapted semi-structured discussions across organisations, improving contextual fit but reducing procedural uniformity.
- The research was produced by a charitable foundation and telecommunications company with an institutional interest in connectivity, alongside independent and community partners.
- No intervention, behaviour, verification accuracy or change over time was measured.
What to watch next
- Representative measurement of AI-related trust and access barriers across New Zealand youth
- Transparent inclusion of Māori, Pacific, disabled, rural and economically disadvantaged participants
- Trials of youth-designed authenticity, safety and media-literacy interventions
- Evidence that consultation changes platform, school or government decisions
- Longitudinal research as synthetic media and labelling practices evolve
Living evidence record
Impact record IAI-1FH9VIJ
Evidence stage
Announced
Confidence
Supported
Reporting basis
Source analysis
Independent or research support
Not yet
Record status
Monitoring
Last checked
13 October 2026
Source trail
2 direct sources across 2 source types.
People impact
Documented in this record.
Uncertainty
Limits and next checks are explicit.
Stages describe the evidence available—not whether a technology is good or bad. See the public method.
Related-source reporting disclosure
This record analyses 2 linked source records around the same underlying development. The extra records add method, date or context, but they do not by themselves constitute independent replication of every performance claim or predicted outcome.
Evidence trail
Sources used for this report
Links checked 13 October 2026
This report is labelled source analysis. We summarise and analyse source material in our own words; company statements remain attributed claims until independently supported. Translated summaries preserve the meaning of the original source and link back to it. Read our editorial standards.
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