Towards child-centred AI in children's learning futures: Participatory design futuring with SmartSchool and the co-design stories toolkit

• A gap remains in translating child-centred AI goals from theory and policy into practice – a gap which HCI and participatory design seem well-placed to address through participatory methods. • We contribute, firstly, the co-design stories Toolkit, an adaptable tool for participatory research, here applied with a participatory design futuring framing to springboard into speculative imaginaries on AI and learning. • Secondly, we contribute a set of child-led narratives and design concepts on AI's impact on learning futures and child rights, foregrounding what matters about AI to children themselves. What are children's perspectives on how AI could impact their learning futures? The concept of child-centered AI (CCAI) highlights the importance of children's involvement and their rights in the design of AI futures. However, a gap remains in translating CCAI goals from theory and policy into practice – a gap which HCI and Participatory Design seem well-placed to address. We conducted initial, exploratory Participatory Design Futuring (PDF) workshops with 14 children (aged 3–10) and their families in the UK, envisioning a futuristic design client, ‘SmartSchool’, who sought AI solutions to make learning better and more playful in the year 2123. We contribute, firstly, the Co-Design Stories Toolkit, an adaptable tool for participatory research, here applied with a PDF framing to springboard into speculative imaginaries on AI and learning. Secondly, we contribute a set of child-led narratives and design concepts on AI's impact on learning futures and child rights, foregrounding what matters about AI to children themselves.