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The voice of the American Consortium for Equity in Education at ace-ed.org | Host Larry Jacobs facilitates rich discussions with innovative educators, thought leaders, authors and the leaders within the education industry to promote equity, access and opportunity for every student in every school.
I'm David Cicero, and this
is Education Talk Radio.
We spend a lot of time teaching
kids how to be safe online.
Don't click that, don't share that, watch
out for scams, protect your password.
But there's a problem with that approach.
We can teach students the risks
we know about, but what happens
when they encounter something
we've never taught them about?
That's becoming a much bigger question as
AI and digital technology change faster
than schools can update a curriculum.
Nidhi Srivastava founded DigiArmorX after
a personal experience with her son led
her to think differently about how we
prepare children for the digital world.
Her work focuses on helping
students recognize risks and
make safer decisions themselves.
Today, we're gonna explore what
that actually means, what children
should learn if we can't possibly
prepare them for every digital
threat they're going to encounter.
Nidhi, welcome to Education Talk Radio.
How are you doing?
Thank you so much for this opportunity,
David, and I'm doing absolutely
fine, and super excited to be
the part of this radio talk show.
Yeah, I'm so happy to have you, too.
So I'm really interested in DigiArmorX.
So you started it after a
personal experience with your son.
What happened that made you realize
there was a bigger problem here?
Um, David, definitely.
It started with my son, and as
a mother, I thought I was doing
what most parents try to do.
I was teaching him to be careful online,
not to share personal information,
not to trust strangers, and to
come to me if something felt wrong.
But when he experienced an online
scam and cyberbullying, I realized
something that completely changed the
way I thought about digital safety.
My son had been taught safety rules, all
the safety rules, online safety rules.
Yet when he encountered a real situation,
knowing those rules wasn't enough at
all, and that was my wake-up call.
I have spent years working
in cybersecurity, David.
I have worked in risk management
and have protected organizations
from digital threats.
So in the corporate world, we don't
simply tell employees to be careful
and assume that makes them secure.
That doesn't work like that.
We train them, test their judgment,
simulate threats, and continuously adapt.
But for children who are growing
up surrounded by gaming platforms,
group chats, social media, and now
artificial intelligence, we often
rely on a one-time conversation, a
poster, or an annual awareness lesson.
That disconnect really troubled me
because the digital world doesn't
wait until children are old enough to
understand cybersecurity, and the threats
don't end when the school bell rings.
That is the reality, and that
is why I started DigiArmorX.
I wanted to move beyond simply
telling children what not to do.
I wanted to give them opportunities
to practice what to do when they
encounter a risky situation.
My son was the reason I started asking
questions, but the more I explored
the issue, the more I realized this
was not just my family's problem.
It was an education gap
affecting children everywhere.
I have spoken to many parents, and they
have just told me that, okay, yeah, their
son or their daughters have experienced
cyberbullying, and they didn't know how
to react to it because the simple do's
and don'ts never helped them to come,
uh, over that cyberbullying incident.
And that is the problem
I am trying to solve.
If I look at the statistics also which
are there in the market, like Pew
Research Centers or Common Sense Media
and all those, uh, major, um- m- media
that those talk about cybersecurity
education or cyber safety, digital
safety education, 46% of US teen ages
13 to 17 years reported experiencing at
least one of six forms of cyberbullying.
So education is the real gap here
and Definitely dos and don'ts or
a simple presentation or one time
static lesson would not help these
kids stay digitally resilient.
Yeah, I totally agree with this.
In fact, I have a, an 11-year-old
who, right, the s- the school
bell rings and he's at home, and
he wants to play Fortnite, right?
Yeah.
Oh.
And, and he's ⦠And we're having this
conversation, "Why can't I chat," right?
Yeah.
"Why can't I chat through the mic?
Why can't I ⦠" You know, and, um, I
mean, the, the, the fact of the matter
is, is that I can't prepare him for
every thing he encounters- That's,
that's not possible ⦠when he wants to
sit there and play for an hour, right?
That's not possible.
And I think the, the, the flip
side is true as well, like not only
understanding maybe when I'm being
bullied online or when I'm- Mm-hmm ⦠um,
having a conversation that's unsafe.
But you know, as a kid, I'm
still, you know, learning- Yeah,
yeah ⦠social rules, right?
Absolutely.
So I don't wanna be, I don't wanna
be a participant in that either.
I don't wanna be- Mm-hmm ⦠the
one saying things that might, uh,
make others feel bullied as well.
Absolutely.
And so, you know, you, you make an
interesting distinction between knowing
a- Yeah ⦠digital safety rule and
actually making a safe decision.
Why is that gap so important
from your perspective?
A very good question, David.
Uh, I would start with saying that
because knowledge and behavior are
basically two different things here.
So, um, let me give you an example.
A child may know that they should
never share their password.
Everybody knows this.
I mean, I know.
I mean, my, my four-year-old who watches
a lot of, uh, all this, uh, Sheriff
Labrador and whatnot, he also understands
that he shouldn't share password.
They might even answer that
question correctly on a quiz, right?
What is password?
What is phishing?
They might do that.
But what happens when someone
inside their favorite game, you
mentioned Ro- this Fortnite, right?
My son is into Roblox and whatnot.
Says, "Give me your password and
I'll unlock a special reward."
Suddenly the situation is no longer
about remembering a rule around password
or remembering, remembering a rule
around, for example, say phishing scams.
It is about that excitement, that peer
pressure, trust, fear of missing out,
and making a decision in real time, and
that's where the real test happens, David.
And I think this is one of the biggest
gaps in digital safety education.
We often measure whether children can
remember the correct answer, right?
But what we should also be asking
is whether they can recognize a
risky situation- pause, evaluate
it, and choose a safer response.
That impulse control
is completely missing.
In cybersecurity, we understand
that human behavior matters.
Technology and tools alone
cannot eliminate every risk.
That's not possible.
The same principle applies to children.
We need to build not only digital
knowledge, but also, uh, that Critical
thinking, emotional awareness,
and decision-making skills, David.
A child who can define
phishing is informed.
He knows the, he knows the definition.
Fair enough.
Very nice.
A child who can recognize manipulation
and resist it is becoming digitally
resilient, and that is the shift
I believe education needs to make.
So tell us about, um, DigiArmor X.
What, what have you actually
built to address the problem?
So we have, uh, this adaptive
learning, uh, and, uh, for each
grade, from grade three to grade 12.
Um, and these are not static one-time
presentation, and this doesn't, uh,
just give you, okay, what is phishing?
What is password?
These are one, two, three, four rules.
That doesn't work like that.
You are actually put into an
environment, a simulated environment,
where you are tested against
the life threats that you might
or life, uh, s- situations that
you might experience when you
are in any kind of digital world,
maybe online gaming or anything.
Then you are peer te- Uh, that,
that pressure testing is done, done,
um, based on that simulations and
you're asked to answer the questions.
Now, those questions are not
simple quizzes like, okay,
somebody has done this, and do you
think it is a phishing attempt?
Do you think this?
No, this is not do you think.
How will you react?
What will be your behavior
in this situation?
Games are also like that.
So whatever the games I have developed
there, those games are not simple quizzes.
No, it doesn't give you marks.
It doesn't give you options.
You have to get into real game.
For example, uh, the cyber chess that
I have dev- It's a patented game.
Uh, there you actually play the chess for
defender and hacker, so you have to ensure
that you are playing your moves properly
to stay safe in the digital world.
At, at the end of every chapter, every
simulations, every games, every labs,
a child doesn't get any certificate.
A child doesn't, uh, get, okay,
you are 100 out of 100 in this.
No, you don't get that.
The result is only risk-based,
so r- maybe at the beginning of
everything that you started, um, in
DigiArmor X, your risk was very high.
But after you played, you understood the
simulations, you understood how to react
to any kind of, uh, uh, situations which
I just told you, your risk got reduced.
So that is what the measures which
are given to the parent or the
kid or the teacher, and you also
get the- The learnings from it.
So maybe in a game you chose
something wrong, uh, that,
but, and you failed that game.
At the end it will not show you, okay,
you failed the game and all those things.
You, it w- there will be a lesson given
to you that, okay, if you had chosen
that, that particular move, in case of
cyber chess, you would have been able to
defend yourself, be safe in the digital
world, and nobody would have scammed you.
So next time when you get into this
situation, try to think from this
perspective and make your decisions.
That's how everything
is built in DigiArmorz.
It's not a simple, uh,
quiz or it is notâ¦
So it starts with a story based on
your child's understanding, then
it adapts to the stories based
on your child's understanding.
Then there are a lot of practi-
See, cyber safety is a life skill,
David, at the end of the day.
It is notâ¦
It is like swimming, right?
We don't, we never give dos and
don'ts and a presentation to our
kid and expect our kid to be a good
swimmer or, uh, be safe for his entire
life just with that dos and don'ts.
That is what is in DigiArmorz.
So you keep practicing, you keep
repeating what you have done.
You may have mastered that skill,
but that doesn't mean that you
cannot come back to that chapter and
again practice new scenarios, new.
You can always go ahead.
There are different levels,
explorer, navigator, defender.
You challenge yourself and be pre-,
uh, get prepared in this digital world.
That's how the platform is designed.
Mm-hmm.
So it sounds like real world scenarios.
Yeah.
But what I'm really hearing here,
um, that I, I like a lot is, um, the
outcome isn't, "Hey, you got this wrong.
You got it right."
Oh, no, no, no, no.
It actually tells you, "Hey,
you made this decision- Mm-hmm
and these could be the consequences."
Mm-hmm.
Is that right?
Mm-hmm.
100%.
That's, that's what my intention is.
I don't want to give themâ¦
See, I understand that at the end of
the day, we are living in the world
where everything is so much tied to
grades and marks and whatnot, but this
is not math, science, and English.
This is a life skill.
So I would definitely want kids to
understand that if- So one wrong move
can lead to, lead you to this, uh,
particular problem, and to come off that
problem, you should have made this move.
This is the learning for you.
So that's how it is designed.
Yeah, I, I, I actually think that's
a great, that's a great approach.
I mean, um, you know, people that are
listening that, that may have children,
uh, oftentimes, I mean, we, we know
that they make decisions, they don't
really understand the consequences.
Mm-hmm.
No way.
They don't understand the real
life- Mm-hmm, no ⦠um, you know,
what could really- No ⦠come of
what they've done, who, the other
people it may affect- Absolutely.
Yeah ⦠how it may affect them a
year from now or two years from now.
Yeah.
And so I, I, I really like this,
um, outcome- Yeah ⦠um, approach
or this feedback approach, right?
Yeah.
Yeah.
It's not just feedback on how you
answered the question, but it's
feedback- Not all ⦠about your decision
and the impact of your decisions.
Yes.
Um, so, so you've been thinking about this
through cybersecurity, but also- Mm-hmm
⦠AI literacy- Mm-hmm ⦠um, digital
citizenship- Mm-hmm ⦠and resilience.
Yes, indeed So how do you, how do you
see those pieces fitting together?
When we talk about AI or cyber
safety or, um, everything togetherâ¦
See, basically what happens is when we
talk about AI, uh, let me give you this
example because this I also speak with my
kid, and the moment he hears AI, he feels
that, okay, my life is going to be easier.
So I actually see them as
four interconnected parts of
the same challenge, David.
Cybersecurity teaches children
how to recognize and protect
themselves from digital threats.
AI literacy helps them understand the
technologies increasingly shaping what
they see, hear, and believe, right?
So digital citizenship teaches them
how to behave responsibly, as I
told you in my previous example,
respectfully and ethically in
online commun-communities, right?
So if, if you know cyberbullying
is bad, you can always go ahead
and tell others that it is bad.
Don't start participating in those kind of
conversation which leads to cyberbullying.
So that is what digital citizenship
is all about, for an example.
And digital resilience gives them the
ability to respond, recover, and seek
support when something goes wrong.
So let me give you an example here,
David, and it's very interesting.
So imagine a student receives an
AI-generated image of a classmate
that has been manipulated to embarrass
him, and this happens, right?
There are incidents which
have happened because of this.
Cybersecurity helps the student recognize
potential misuse and manipulation.
AI literacy helps them understand
that an image can artificially- be
manipulated or can be artificially
generated and may not be authentic.
Digital citizenship, what does it do?
It helps them understand why forwarding
that image could harm another person.
That why part is what you
get from digital citizenship.
And digital resilience helps
them respond appropriately,
support the affected student, and
seek help from a trusted adult.
So you see, these are not
separate problems in child's life.
They happen together.
But what happens is, too often
we teach them in isolation.
Okay.
And this is what is happening
in the world, right?
We are sprinting towards AI.
Everybody's talking ab- about AI,
banning AI, using AI and whatnot.
But it is so disconnected.
Nobody talks about the other part
of, uh, safety, cybersecurity,
digital citizenship, resilience.
Nobody's talking about that.
Everybody is too much into build
AI schools, build AI this, build
AI that, build this, ban that.
So they are not separate problem.
We have a cybersecurity lesson over there,
a digital citizenship lesson somewhere
else, and an occasional conversation
about AI or no conversation at all.
I believe we need a more
integrated approach because a
child doesn't experience the
internet in separate subjects.
It doesn't happen like that, right?
So they experience it as one connected
digital world, and our education
systems need to reflect that reality.
It's so in- disconnected, David, Dusby.
I have seen ⦠I- actually, I've,
I've spoken to many teachers and many
parents myself, and I know that they
know a lot about AI literacy because
of the news and everything that's
happening and the way they want to
keep up with the technology, um, things
in the market, that the other part is
totally forgotten It shouldn't be there.
Our, our education systems
need to reflect that reality.
This is all interconnected.
This is all interconnected.
Yeah, I'm trying to, I'm trying
to remember, uh, in the beginning
of your explanation, you mentioned
how they fit together, AI literacy,
digital citizenship, and resilience.
Yeah.
Now, you said that one part ofâ¦
So, AI literacy is a, is,
is, is a big topic, right?
Yes.
It's got multiple parts.
It is.
But you called out one of them that they
can realize, they can recognize when
something's been manufactured- Mm-hmm
⦠or when something is artificial, right?
Mm-hmm.
Mm-hmm.
Um, I'd like you to dig into
that just a little more.
So, so what new challenges do you think-
Mm-hmm ⦠children will face as AI
becomes a part of their everyday lives?
As, as it's a part of this ecosystem of
AI, digital citizenship, and resilience.
It's a, it's a, it's again
a very good question, David.
I think artificial intelligence is
actually creating an entirely, um,
new challenge for children, right?
Because it's changing not just
the information they consume, but
also whom and what they trust.
And there are three areas that
particularly, particularly concern me.
Um, the first is the erosion of
trust in and what we see and hear.
With generative AI in place and, um,
sh- uh, with all this ChatGPT and
Claude and whatever is there in the
market, children may encounter images,
videos, voices, and messages that appear
authentic but are completely fabricated.
A child may receive a voice message that
sounds like a parent, and that happened
with my kid also, I remember that.
They may see a manipulated
video of a classmate.
They may encounter false information
presented with extraordinary confidence.
The second challenge is
emotional attachment to AI.
And this we, we, we as
an adults also, right?
We, youâ¦
I don't know about you, but I am using
ChatGPT too much, and I know that it,
it is so much helpful in one way or
the other that we start talking to
ChatGPT in a way that he's our friend
or, uh, somebody who understands us.
So this is something I think parents and
educators need to pay close attention to.
So in July 2025, Common Sense Media
reported that 72% of US teens surveyed had
actually used AI companions at least once.
That is the, uh, that is a report
that Common Sense Media published.
And roughly one in three teen AI
companion users reported choosing to
discuss serious matters with AI, and that
included discussions about depressions,
anxiety, mental health, and whatnot.
So that raises important questions
about trust, privacy, um, emotional
development, and, uh, the role
of, uh, human relationships.
And the third challenge is
over-reliance on AI for thinking.
So AI can be an extraordinary
educational tool.
It is helpful to me also in many ways.
I use it for many analysis and whatnot.
I use AI, and I believe children
should learn how to use it responsibly.
But there's a difference between using
AI to expand your thinking and, um,
allowing, um, AI to replace your thinking.
These are two different things.
So if a child accepts every answer
without questioning it, that is a problem.
They may become technologically
fluent, but, uh, without
developing independent judgment.
And they need to understand that at
the end of every AI or every tool
that is there in the market, they
also say that they can make mistakes.
That, uh, the ChatGPT says it.
There's a disclaimer at the end.
Soâ¦
And that is what is really a point of
concerns, and that concerns me a lot.
In 2026, Common Sense Media, and I'm
referring Common Sense Media because
it's a, it's a large media which
talks about cyber safety and all
those things, found that 86% of, uh,
I remember it cle- clearly, 86% of
surveyed children, um, ages nine to s-
17 had used AI, yet more than four in
10 said a parent or guardian had never,
ever discussed AI safety with them.
This is a- What does, what do we say?
This is a striking gap.
Children are already
using these technologies.
The question is whether education and
adult guidance are keeping the pace.
I don't believe the answer is
to make children afraid of AI.
Okay, ban AI in schools.
What will that ⦠What
will you achieve out of it?
You ban AI in schools, children are smart
enough, they will go come back home, go to
their friend's house, and start using AI.
I believe the answer is to teach them to
question it, understand its limitation.
They should understand the basics
of privacy, and know how to protect
their privacy, and use it without
surrendering their judgment.
AI should become a tool that should
strengthen their thinking, uh,
David, and not substitute for it.
That is the whole take that I
have for this particular AI thing.
Iâ¦
At the end, I would just like to say
that I don't believe in banning AI.
I don't think that that's
going to help at all.
You may ban AI in schools,
which is happening.
Maybe there is a different perspective.
This is my own perspective.
From 9:00 to 4:00 you
have banned AI, good.
But what about from 4:00 to
the remaining hours, right?
A children will come backâ¦
a child will come back home.
He will go to his friend's house.
He will start ⦠He will
be in the digital world.
He will start using AI.
So where is that judgment built?
You have banned AI.
In, at home, parents have
less to no knowledge, or maybe
lesser knowledge around AI.
They don't have time,
time to talk about AI.
In schools, you have already banned AI.
You are not taking any step to
teach about AI and the safety.
So where is that judgment built?
We need to build that judgment.
We need to build that knowledge
to strengthen that thinking that,
uh, that these children need.
I mean, so, so Holden, did you say
that, um, part of your son's experience
was receiving an audio message that
sounded like- Yeah, yeah ⦠his parent?
Yeah, yeah.
He received it.
The, the- So, um, it was on email.
And, um, um, we, uh, weâ¦
So it was very, it was, uh, I
think last year that this happened.
Uh, he was on an app, uh, I forgot the
name of the app, and then he, I think
he accidentally shared some information.
Um, and, uh, uh, he got a,
he got an audio, uh, audio
from somebody On his email.
So he opened it, and that audio was,
uh, David, like, "Hi, this is, umâ¦"
It w- it, it was in Hindi, but
I will try to, uh, translate it.
So it was like, um, "Hey, Adish.
How are you doing?
Did you have your lunch?
Uh, okay, Mama is standing outside
the house, uh, uh, and I know
that, uh, you are alone at home.
Uh, if you want, uh, something good,
uh, you can come out and take it."
Luckily, he didn't believe in
it, um, because he knew thatâ¦
Because when I went out for
some work, I clearly told him,
uh, that do not open the door.
I mean, I didn'tâ¦
So it was on the physical s-
physical safety side, do not open
the door for strangers and whatnot.
But he understood that this is not whatâ¦
He didn't recognize the
authenticity of the voice.
He believed that it was me, but somewhere
his consciousness was like that it cannot
be Mama because she never does like this.
She never does, like, she goes out and
says, "Okay, I bought something good.
Come out and eat."
So that was the incident.
It, it, it- Oh my, I,
that is unbelievable.
It is, it was all in Hindi, though.
Right.
Right.
So what I'm This is pretty complex.
He shared a- So, so let me, let me, let-
He shared some information also, David.
So it was, uh ⦠That, that's where
all this- Yes ⦠DB Amar race and
everything came up because, uh, he
knows the dos and don'ts of the AI
world, but he doesn't, he never knew.
Now he has, uh, learned a lot,
and he never shares anything.
But at that time he shared a lot that
he's alone and this is what it is.
Mm-hmm.
He was chatting with
someone and everything.
That, that, that was messy.
So, so okay, let me, let me
try ⦠I'm trying to make sense
of all this really quickly.
Mm-hmm.
So when we talk about cybersecurity,
we talk about- Mm ⦠um, you
know, digital scams and things
like that- Mm-hmm ⦠cyber scams.
So really what it's about is, you know,
you give some information, and the goal
of whoever's on the other side is to
manipulate you to do something- Yeah
for them, get something for them, right?
Mm-hmm.
And so what you're, what you're
really raising is, and this
is, this is somewhat new to me.
It may not be new to our
listeners here today.
Mm-hmm.
But, um, so but now with the advent
of AI- Mm-hmm ⦠people, there's
another layer here that they can
make it feel even more authentic.
Oh, yes.
Right?
And be more manipulative.
Yes.
And in fact, they can use AI to help
them maybe think of, you know, a
better tactic for what they wanna do.
Yeah.
Right?
Yeah.
Like, it's helping the
scammer think better.
They have a better tool.
They can make it feel more authentic.
Yes.
I mean, just hearing that your son
received a message that was in Hindi that
s- you know, sounded like you and giving
instructions somewhat the way maybe you
would, my goodness, that's so scary.
I mean, that is- No, this
was- ⦠extraordinarily
scary ⦠this was ⦠Yeah.
Yeah.
Yeah.
Yeah.
I also remember reading one incident
somewhere- Mm ⦠where, uh, a child was
on some AI app which was to build some
⦠A child, I mean, in the sense teenager.
Um, and that app used toâ¦
I don't remember the name of the app,
but I remember clearly reading that
incident where that app, app actually
help, um, finding the partners or,
um, uh, those kind of dating apps.
So that, in that AI what happened
was, uh, that girl started chatting
with somebody, um, and she felt that,
okay, she's the h- that he, he is a
soulmate and all this kind of thing.
Uh, there was a, he, he's is,
he's her boyfriend and whatnot.
The way the manipulation happened
at, at the end that led to the
kidnapping, I'm trying to remember
because I spoke about this in one
of my TEDx platform, uh, speeches
around the, um, uh, digital safety.
But that incident actually was
shocking for me, and it happened in
2026, I'm trying to remember that.
But that, that app ha- actually
made her believe that there's
somebody who is actually loving
her, somebody who is caring for her.
That manipulation was so strong that she
ran away, she got the tickets, she ran
away, and fin- and, and she got kidnapped.
It's, the, the, the, the, um,
luckily she, she was found, but,
uh, that was a scary incident.
I think I'm seeing, you know, more and
more how these things fit together, right?
I was struggling to kind of think about,
okay, where is AI literacy fitting in
with digital citizenship and resilience?
I mean, on the surface, on, you
know, it makes sense, but with your
examples, you know, as people, we read
something or hear something or encounter
something, and we try to judge the
chances that it's real or not, right?
Mm-hmm.
And I think it's becoming so
much more difficult, right?
Yeah, yeah.
Like, no, this, this has to be real.
How could someone be speaking in this
language and sound like my parent and,
and know where I'm at, where I am and,
you know, um, what I might do next, right?
Yeah.
So you kind of start to judge, like,
"Hmm, this seems pretty real," right?
Right.
And so I think that what you're bringing
up is, like, the sophistication of the
manipulation is, is becoming much, much,
much, much more- Yeah ⦠powerful.
Now, with, with DigiArmor X, um, does
it incorporate some of these- Yes.
Yes, it does ⦠um, these, these AI
scenarios where it's- Yes, yes, it does.
It does, David, and, and there are
AI, uh, cyber labs and AI games
where you actually hear the voices.
But
With the, since I don't know the voices of
the principals or the teachers that these
kids encounter- Sure, sure ⦠so yes,
there are voices, uh, there are images,
deep fake images, and, but those are also
linked with some kind of links that they
need to identify whether those links
are, um, uh, correct or not, and then
map it with the voices that they hear,
and then build that judgment, okay,
this is, it is a deep fake, uh, voice.
With images, I have tried to include,
um, real world images of, uh, actors
and other things and- Mm ⦠just create
a deep fake images of that and so that
they, these kids should understand what
does a deep fake image even look like.
Voices, it's difficult in the
platform, uh, at this stage to,
um, get the real voices and start.
I, that, that's a good idea, though.
Should be the next step.
But for now, that's how they
should build understanding around
deep fake voices and deep fakeâ¦
It's, it's a, it, there are two games.
Uh, one is to understand the behavior
of a student when something like
this happens in the AI world, and
the second game is just to, just,
just like a cyber surfer, right?
They need to understand, okay, if
they, uh, whether it's a deep fake
image or whether it's a deep fake
voice, and then they will start
playing that game accordingly.
And then there are chapters-
Yeah ⦠of course, to learn around it.
Sure, sure.
And I think just even the realization
that that thing is, that, that's possible.
I mean, I could tell- Yeah ⦠my
son, "Hey, if you get a message
from me," like k- Mm ⦠you
know, we'd have that conversation.
Mm.
Right?
Like, maybe it's just if the message
doesn't include this word or if
it's not coming from this particular
email or app or something like that,
you know, you need to question it.
I mean, like- Yes, yes
you're blowing my mind here.
You're blowing my mind here-
Yes ⦠on what's, like, what's
happening and what's possible.
I mean- Yeah ⦠just the awareness
that, hey, this could be fake, right?
Yeah, they can always call you.
It, it, it, it could look real.
Mm.
Yeah.
Where can I, or where can our listeners
learn more about DigiArmourX, Nidhi?
They can find me, of course,
I mean, uh, there's a website
already for this, which is live.
Uh, it's www.digiamourx.ai.
Uh, it has all the lessons and everything.
They, they can go there, explore,
and understand what I have built.
Other than that, if they want to
connect with me, they can always connect
with me through LinkedIn, through
Instagram, and through Facebook pages.
Thanks for joining us on Education Talk
Radio, a part of the B Podcast Network.
If there's a topic you'd like us to
tackle or have a guest idea, send me
a message at dciceroedutalk@gmail.com.
Thanks for listening, and
we'll see you next time.