In the age of artificial intelligence, individuals who have little influence over technological development—most notably young people—are increasingly placed in the position of objects rather than subjects. Competitiveness is embedded at the core of artificial intelligence development, a dynamic that many contemporary thinkers identify as the culmination of broader trajectories within modern society. Educational approaches that are limited to, or primarily oriented toward, preparing individuals for competitive entry into the labor market fail to contribute to the formation of a more humane and empathetic society. As a consequence, young people are becoming increasingly apathetic and are experiencing growing levels of psychological distress. This article addresses education—and catechesis in particular—as a response that can foster hope and contribute to the development of inner strength in both individuals and communities. Its pedagogical framework is drawn from the ethics of care, which is grounded in the fundamental anthropological assumption of original human concern understood as responsibility for the other. These principles are brought into dialogue with key challenges faced by contemporary individuals within digital culture. The core characteristics of an educational approach based on dialogical relationships, attentiveness to learners' concrete needs, and the formation of a responsible community are applied as guiding principles for catechesis. Such an approach aims to enhance resilience against technocratism and apathy. Care-based catechesis, as argued here, is consistent with the Church's magisterial teaching and with the Christian tradition's understanding of the human person.