Many young people are told to spend less time on their phones and computers. But perhaps the deeper question is not only how much time they spend on a screen, it is what they are doing with that time.

A phone can be used for endless scrolling, but it can also become a classroom, recording studio, design desk, research centre or the starting point of a future business.

A timely global opportunity is now inviting young people to make that shift from consuming technology to creating with it.

The United Nations University Institute in Macau has announced the 2026 AI for Sustainable Development Goals Global Youth AI Future Innovation Competition. Applications are open until September 15, 2026.

The competition invites young innovators to develop ideas showing how artificial intelligence could improve education and contribute to sustainable development. Entries can address areas such as personalized learning, educational access, cultural preservation, environmental awareness and the development of responsible AI.

The early judging and semifinal stages are expected to take place mainly online, with the final competition and award ceremony scheduled for Macau in November 2026.

This opportunity is important for Caribbean young people because geography does not have to prevent an idea from entering a global room.

A young person living on a small island may understand challenges that a developer in a large technology centre has never experienced. They may recognize the difficulties faced by students after hurricanes, the shortage of specialized teachers, barriers affecting people with disabilities or the gradual loss of Caribbean history and language.

Those problems can become the foundation of innovation.

Imagine an AI-supported learning platform that helps students continue studying when schools are disrupted by storms. Consider a digital tool that teaches children about Caribbean history through interactive storytelling, or an educational assistant that helps young people practise mathematics, reading or entrepreneurship.

A young innovator does not necessarily need to begin with a fully developed company. Meaningful projects often begin with one carefully observed problem and a simple proposed solution.

This is also where future earning potential can develop. The skills involved in creating an innovation—research, coding, graphic design, video production, problem-solving, presentation and project management—are valuable beyond any single competition. They can lead to freelance services, digital products, employment, business ownership and collaboration with organizations.

Technology becomes more exciting when a young person realizes, “I can build something with this.”

Not every participant will win an award, but every serious participant can gain something valuable: a project for a portfolio, a stronger understanding of technology, experience presenting an idea and proof that their creativity can address real problems.

Parents, teachers and community leaders also have a role to play. Young people need more than warnings about idleness. They need exposure to possibilities, access to guidance and spaces in which experimentation is encouraged.

This generation includes both Generation Z and Generation Alpha. Older teenagers and young adults generally fall within Gen Z, while many younger children belong to Gen Alpha. Regardless of the label, they are growing up in a world in which technology will influence nearly every profession.

The goal should not be to make every young person a computer programmer. The goal should be to help them understand that they can become creators, problem-solvers and owners of ideas, not merely an audience for what others create.

There is a world beyond scrolling. It is a world of building, designing, solving, presenting and earning. Our young people deserve to know that the door exists, and that they are capable of walking through it.