However, most education systems still treat AI as optional rather than foundational.

Without deliberate AI literacy, children risk becoming passive consumers of powerful systems instead of informed creators within them.

Logiscool Ruimsig believes the gap between technology and education must be closed urgently.

The school will officially open its doors on 14 March 2026, not simply as another after-school activity, but as a response to a growing reality: children are interacting with AI daily, yet very few understand how it works, how it thinks, or how to build with it.

From voice assistants to automated homework tools, today’s learners are surrounded by intelligent systems.

Yet traditional education still prioritises memorisation over problem solving and passive consumption over digital creation. Logiscool Ruimsig aims to flip that model.

This new coding, AI and digital literacy academy for children aged 6 to 18 brings an internationally developed curriculum, small focused classes and a structured learning-through-play methodology to the West Rand community. The goal is not to increase screen time – but to transform it into skill time.

“This launch is about future readiness,” says Semone Peacock, franchise owner of Logiscool Ruimsig. “We cannot allow our children to become passive users of powerful technology. They need to understand it, question it and ultimately create with it.”

The opening of the school marks more than the arrival of a new education centre in the area. It signals the beginning of a local future-skills movement – one that prioritises computational thinking, creativity, ethical digital awareness and real problem solving.

Parents, educators and business leaders are increasingly asking hard questions about the future of learning and work.

Are schools truly preparing learners for jobs that do not yet exist? Is artificial intelligence becoming a shortcut that weakens critical thinking, or is it a skill that must be deliberately taught and mastered?

And perhaps most importantly, will our children grow up to lead in the digital economy – or be left behind by it?

Peacock says they intend to be part of that conversation.

“Guests can expect live coding and robotics demonstrations, an opportunity to meet the franchise masters, trainers and owners, and a walk through of the structured curriculum roadmap. Light refreshments will be served, creating space for meaningful networking and discussion.”

The official launch will take place on 14 March 2026 at 12:00pm at Logiscool Ruimsig, Office 3 – 5 Roodepoort Ruimsig Shopping Centre, Corner Doreen and Malcolm Roads, Amarosa, Ruimsig.

It feels like screens are winning and you are losing. The panic is real. But the real issue is not screens. It is how kids use them.

Modern parenting has been shaped by one simple idea: screen time is a single thing. If your child spends two hours in front of a device, that is bad. But not all screen time is equal.

A child watching cartoons or endlessly scrolling through short videos is not the same as a child using a tablet to code a game, design a robot, or create a digital story. The former is passive. The latter is active. And that difference matters more than most parents realise.

Passive screen time, where children consume content without interacting or thinking deeply, is linked to shorter attention spans, reduced problem-solving ability, and less creativity. The brain is not being challenged. It is being entertained.

But the media rarely explains the nuance. Passive screen time is easy to blame because it is visible, it is measurable, and it feels like something parents can control. It is the one simple fix that makes parents feel like they are doing something right.

The truth is that banning screens altogether is not only unrealistic, it is also not helpful. Digital technology is not going away. If anything, it will become more central to education, work, and everyday life. The key is not to avoid screens. It is to guide children toward active screen time.

Active screen time is not about letting kids play any game. It is about using digital tools in a way that encourages learning, creativity and problem solving.

This includes coding games and apps, digital design and creativity, robotics and problem solving, and learning tools that encourage experimentation.

Active screen time trains the brain to think, plan, test, and iterate. It is not entertainment. It is learning disguised as play.

Good screen time is intentional. It is structured rather than random, project based rather than passive, guided by adults rather than self-directed, and connected to real world skills and outcomes.

A child who uses screen time to build a game is doing something similar to a child learning to build a model airplane. Both require planning, sequencing, and persistence. The difference is that one uses digital tools and the other uses physical ones.

Logiscool is not anti-tech. We are pro intentional tech. At Logiscool Ruimsig, children do not just use screens. They learn to create with them.

Our structured programmes teach children coding, robotics and digital literacy in a way that builds problem solving skills, confidence and creativity.

Rather than passively consuming content, students actively build projects that matter to them. The result is a healthier relationship with technology, one where screens become tools rather than distractions.