This paper proposes an innovative pedagogical model for family education in the digital age. The family educational environment, in its task of accompanying the human and spiritual growth of young people, faces unprecedented challenges that require a synthesis of technological innovation and care for relationships. How can the family respond effectively and meaningfully to this new reality? This article proposes a structured response based on three pillars: the Social Doctrine of the Church (SDC), the concept of "meducation" and the economy of relational goods. AI can personalise learning by adapting educational pathways to the specific needs of each family and individual; it can optimise processes by automating administrative tasks, but it cannot produce relational goods. The educational environment of the family must ensure that AI does not become a substitute for human relationships. Training and educating young and very young people plays a crucial role in helping them develop greater awareness of how to use these tools and the dangers they entail. An even more decisive factor is the role of parents. In the absence of regulations covering various areas such as sharing, the use of chatbots and conventional forms of AI, it is imperative that parents, in order to be able to accompany and protect their children in the use of new digital technologies, are trained on these issues and develop the knowledge necessary to understand these tools, and that this takes place through in-depth intergenerational dialogue.