Youth Parliamentarians Press for Teacher Payments and Caution Against AI Dependence

Teachers waiting for money owed to them and educators digging into their own pockets to equip classrooms were among the concerns placed under the spotlight as two Youth Parliamentarians called for greater attention to challenges affecting Antigua and Barbuda’s education system.

Skielar Cornelius and Daniel Taylor raised the issues during a sitting of the National Youth Parliament Association of Antigua and Barbuda, addressing concerns ranging from outstanding retroactive payments to the growing influence of artificial intelligence in education.

Cornelius, the Youth Parliamentarian for St. John’s City East, focused particularly on teachers who are still awaiting retroactive payments.

While acknowledging efforts by the Government to support educators, she argued that more must be done to ensure teachers receive the money owed to them.

Cornelius stressed that teachers have financial obligations like everyone else and said expressions of appreciation, while important, cannot substitute for income they are still waiting to receive.

Taylor, who is also an educator, turned attention to another rapidly developing issue in the classroom — artificial intelligence.

He acknowledged that AI can be a valuable educational tool, particularly in helping students understand information, but cautioned that excessive dependence on the technology could undermine learning if students use it without developing their own understanding of the material.

Taylor also highlighted shortages of classroom supplies and questioned why teachers should repeatedly have to use their personal funds to obtain resources needed by their students.

Despite raising those concerns, both Youth Parliamentarians also acknowledged what they described as positive efforts by the Government to involve young people in national affairs.

Following the discussions, Cornelius and Taylor maintained their view that the Gaston Browne administration has demonstrated a strong commitment to youth engagement, pointing particularly to opportunities for young people to participate and have their voices heard.

Their contributions reflected a broader message from the sitting: youth participation can include both recognition of progress and scrutiny of areas where more work is needed.

For Cornelius and Taylor, raising concerns about teachers, classroom resources and emerging technologies while acknowledging initiatives they believe have benefited young people forms part of that constructive role.