Param Raval, an 11th grader from the Bay Area, is educating youth on the responsible use of artificial intelligence, emphasizing critical thinking over blind reliance on technology.
In a world where artificial intelligence (AI) is often viewed as either a miraculous advancement or a looming threat, Param Raval, an 11th grader from the Bay Area, California, is striving to provide clarity on the subject.
Param has centered his work around a crucial message that is often overlooked: AI is powerful, but it is neither magic nor harmless. Rather than allowing fear-driven narratives or unwarranted confidence to dictate how students engage with AI, he aims to equip this generation with a comprehensive understanding of what AI tools can and cannot do, as well as the importance of critical thinking in their usage.
“The most important thing for every student to understand about AI is that it has a lot of benefits but also a lot of harm,” Param stated in an interview with Rooted, an initiative by India Currents that amplifies the voices of second and third-generation Indian Americans. “They should try to be as educated as possible before they start integrating it into their daily lives.”
His commitment to education and balance inspired him to establish his nonprofit organization, The AI Compass, which is currently developing its online presence. The organization aims to teach students about AI—its workings, benefits, risks, and responsible usage. So far, Param reports that The AI Compass has educated 200 students through over a dozen workshops held in libraries and at his school.
What distinguishes his workshops is his balanced approach: “not only focusing on the harms and discouraging AI development, while simultaneously not being blinded by the potential and benefits that AI holds,” he explained.
Param’s journey into the world of AI began with his acceptance into Stanford’s AI4ALL summer program, where he learned machine learning at a technical level. This experience provided him with the foundational knowledge necessary to understand the complexities of AI.
Building on this foundation, he founded a school club dedicated to emerging technology, which eventually evolved into The AI Compass, a broader initiative aimed at bringing AI education to younger students throughout the Bay Area.
His goal is to help students “find the middle ground,” allowing them to harness the advantages of AI without becoming overly dependent on it. This includes teaching them the basics of how large language models operate, recognizing bias and misinformation, and understanding the dangers of treating AI-generated content as infallible.
Param emphasizes the importance of using AI tools ethically and effectively. He advises students to view AI as a tool rather than a replacement for their own critical thinking. “ChatGPT is helpful and can make you more productive, but it should not be the end-all, be-all or something you rely on to do your homework,” he cautioned.
For many students, the concept of “AI safety” may seem remote and irrelevant. However, Param’s perspective shifted dramatically during a school debate. As a member of his school’s speech and debate team, he researched artificial general intelligence, which can match human-level intelligence. This exploration forced him to confront the reality that AI is fundamentally different from other technologies.
“AI is basically categorically different from other technologies,” he asserted. While every technological advancement carries risks, he believes that AI has the potential to instigate changes that society is not adequately prepared for.
Despite this, he does not advocate for students to shy away from AI. Instead, he urges them to use it mindfully. Param points out that the allure of quick results can often overshadow the importance of deep learning and independent thought, especially when peers are using AI to expedite their work.
“The quick satisfaction of completing an assignment early” can easily overshadow the pursuit of long-term growth, he explained. His advice is to leverage AI for repetitive tasks without allowing it to replace critical thinking. “Use it for busy work, not the thinking,” he said.
Across schools nationwide, students are discovering that AI can accelerate their work. However, the critical question remains: what are they sacrificing in the process? Param advocates for using AI to eliminate mundane tasks while ensuring that schoolwork remains meaningful, enabling students to synthesize, evaluate, and create.
He likens this transition to the introduction of calculators in math education. Rather than abandoning math instruction, educators adapted assessments to focus on more complex problems. He believes a similar evolution is necessary with AI: allowing it to handle repetitive tasks while ensuring that students engage with more meaningful assignments that require critical thinking.
For instance, instead of manually formatting a table for an assignment, Param utilized AI to generate the structure, allowing him to concentrate on the underlying problem-solving aspects. “Instead of just manually creating a table and adding rows one by one, I told ChatGPT to create the empty table for me. Then I was able to complete the assignment a lot faster and spend more time actually solving the problem instead of just adding rows and columns,” he explained.
This encapsulates his core message: AI should serve to remove obstacles, not replace the effort required for learning.
One of the most significant challenges Param faces in teaching AI safety is the perception that the associated risks are distant. Students may recognize that overreliance on AI can undermine their critical thinking skills, but the long-term consequences often feel less urgent when immediate deadlines loom.
He draws a parallel to climate change, where individuals are aware of the environmental impact of gas-powered vehicles but find the transition to electric cars inconvenient. Similarly, many students understand the risks of AI but are drawn to its convenience.
Another factor influencing teens’ perceptions of AI is social media. Param has observed that extreme narratives dominate online discussions, with sensational headlines like “AI will replace everyone” or “AI will solve everything” fostering fear and misinformation.
“The only videos and articles that actually go viral… are the ones that are very extreme,” he noted. “It creates a positive feedback loop where there is more anger, more uncertainty.”
His workshops aim to disrupt this cycle. He seeks to empower students with enough knowledge to form their own conclusions rather than relying on sensationalized content. Each session includes a breakdown of how AI systems function, real-world examples of their benefits and risks, and practical guidance on using AI responsibly.
When discussing the cultural values that shaped his approach, Param highlighted the importance of education, a principle that resonates with many South Asians. He attributes his commitment to learning to his parents’ emphasis on education from an early age and the belief in delving deeper than surface-level narratives.
He also embodies the South Asian value of embracing challenges without waiting for complete readiness. This mindset, often cultivated in immigrant households, fosters independence and resilience—qualities he sees as vital in navigating the complexities of AI safety.
Looking ahead, Param believes that young people must focus on what makes humans unique in an era where AI can outperform them in various tasks. He advocates for the cultivation of emotional intelligence, values, social understanding, hard work, and experience—qualities that AI cannot replicate.
“The things that make us human are our cultures, values, our emotions, our experiences,” he stated. He also stressed the importance of developing critical thinking skills, as the advantage will belong to those who can judge, decide, and lead wisely in a world filled with powerful tools.
For Param, leading with integrity in technology means being honest, responsible, and proactive, rather than merely accepting things at face value.
As he looks to the future, Param expresses both excitement and caution regarding AI. “What excites me most about AI is the vast potential it has to unlock new possibilities,” he remarked, drawing parallels to how the internet once spawned unforeseen industries.
However, he is also wary of society’s preparedness to handle these changes on technical, social, and ethical fronts. His work with The AI Compass is not solely about teaching students how to use AI; it is about shaping their understanding of power, responsibility, and the choices they make when no one is watching.
In the midst of the noise surrounding artificial intelligence, Param Raval’s message stands out for its emphasis on balance and critical engagement rather than extremes.
According to India Currents, Param Raval’s initiatives aim to empower the next generation to navigate the complexities of AI responsibly.
