Emerging Understanding of AI Literacy and Ethics in Young Children: A Qualitative Exploration

Using the research ethics scale (Huang et al., 2021) and follow-up interviews, this study examined Chinese social sciences graduate students’ understanding of research ethics of empirical studies involving human subjects. The participants included 463 Chinese graduate students majoring in teacher education, English education, management, and economics. The quantitative findings suggested that these graduate students had a fairly good understanding of researchers’ ethical responsibilities and developed general human subjects’ ethical awareness; furthermore, there existed significant research experience and gender-by-research experience interaction effects on their understanding of researchers’ ethical responsibilities and human subjects’ ethical awareness, respectively. The qualitative results indicated that the participants had realized the importance of ethics reviews for social sciences research including human subjects; and they identified best ways to promote research ethics education for social sciences graduate students in Chinese higher education. Implications for Chinese university leaders, program developers, and research methods professors are discussed.

This study examines the ethical dimensions of artificial intelligence (AI) and explores the awareness and understanding of how users interact with AI and the potential consequences of these interactions. In recent years, growing awareness of the risks of AI has driven the development of ethical guidelines by various organizations. These guidelines aim to ensure that AI is developed and deployed in a responsible manner, with a focus on human well-being, societal benefits and minimizing risks. However, despite this global movement, there is a lack of consensus on key ethical issues such as bias, discrimination, privacy and human rights issues. The study focuses on the perceptions of 127 participants from 11 countries with diverse professional backgrounds in technology, education and finance. A survey with a 5-point Likert scale was used to assess participants’ attitudes towards AI ethics in relation to various topics such as transparency. The study examines differences in responses across professions and countries using Multivariate Analysis of Variance (MANOVA) test. The results reveal variations in ethical priorities, suggesting that while global ethical frameworks are emerging, further efforts are needed to achieve uniformity in AI ethical standards. The findings emphasize the importance of increasing awareness and understanding of AI ethics to mitigate potential harms.

Using a five-point Likert scale survey and a follow-up open-ended questionnaire, this study examined Chinese participants’ perceptions of their ethical responsibilities as educational researchers as well as their ethical awareness as human subjects. The participants were 418 faculty and graduate students from two specific Chinese schools, where the first two educational research ethics committees were recently established in Chinese higher education. Results indicate that participants demonstrate basic understanding of their ethical responsibilities as educational researchers and develop their general sense of ethical awareness as human subjects. Further, there are significant gender, faculty versus graduate student status, and research experience effects on their perceptions of general ethical issues in educational research. Important implications for research ethics education in China are discussed.

The development of Artificial Intelligence in Education (AIED) is increasingly being used by university students in Indonesia, particularly through generative chatbots and AI-based learning systems to support assignment writing, reference searches, and material comprehension. Although offering efficiency and academic support, the use of AIED also raises ethical issues such as academic integrity, data security, bias, transparency, and responsibility, indicating that student trust is not only determined by the benefits of technology, but also by ethical awareness and human-centered orientation of use. This study aims to analyze the influence of AI Ethical Awareness, Perceived Ethical Risk, Perceived Usefulness, and Human-Centered Orientation on AI Trust, as well as the role of AI Trust in shaping Ethical Awareness in AIED among university students in Indonesia. The study used a quantitative approach with a cross-sectional survey design. Data were collected using a Likert scale questionnaire that measured six main constructs, then analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to test the validity, reliability, and structural relationships between variables. The results showed that perceptions of the benefits of AIED, human-centered orientation, and ethical awareness contributed positively to the formation of students' trust in AIED, while perceptions of ethical risks tended to weaken that trust. Furthermore, trust in AIED plays an important role in increasing students' ethical awareness in the use of AI in academic environments. These findings emphasize the importance of strengthening AI ethics literacy and applying human-centered principles in AIED policies and designs to encourage more responsible use of AI in higher education.

This paper proposes to generate awareness for developing Artificial intelligence (AI) ethics by transferring knowledge from other fields of applied ethics, particularly from business ethics, stressing the role of organizations and processes of institutionalization. With the rapid development of AI systems in recent years, a new and thriving discourse on AI ethics has (re-)emerged, dealing primarily with ethical concepts, theories, and application contexts. We argue that business ethics insights may generate positive knowledge spillovers for AI ethics, given that debates on ethical and social responsibilities have been adopted as voluntary or mandatory regulations for organizations in both national and transnational contexts. Thus, business ethics may transfer knowledge from five core topics and concepts researched and institutionalized to AI ethics: (1) stakeholder management, (2) standardized reporting, (3) corporate governance and regulation, (4) curriculum accreditation, and as a unified topic (5) AI ethics washing derived from greenwashing. In outlining each of these five knowledge bridges, we illustrate current challenges in AI ethics and potential insights from business ethics that may advance the current debate. At the same time, we hold that business ethics can learn from AI ethics in catching up with the digital transformation, allowing for cross-fertilization between the two fields. Future debates in both disciplines of applied ethics may benefit from dialog and cross-fertilization, meant to strengthen the ethical depth and prevent ethics washing or, even worse, ethics bashing.

This study explores the effects of embedding Socio-Scientific Issues (SSI) into vocational design education on students’ ethics awareness, social responsibility, and design performance. A mixed-methods quasi-experimental design was employed, involving 80 vocational design students divided into an experimental group (SSI-based workshop) and a control group (traditional workshop). Ethics awareness and social responsibility were assessed using the Attitudes toward the Ethics of Artificial Intelligence (AT-EAI) and the Chinese College Student Personal Responsibility Scale (CCSPRS), respectively. Performance was evaluated using a rubric-based assessment. Qualitative data were obtained from students’ reflective reports. ANCOVA results revealed that the experimental group significantly outperformed the control group in post-test scores of ethics awareness and social responsibility (p < .05). Additionally, they scored significantly higher in ethical sensitivity and user experience, though not in scientific accuracy creativity, or visual expression (p < .05). Thematic analysis indicated that students in the SSI group demonstrated deeper ethical reasoning, increased empathy, and a redefined sense of the designer’s social role. SSI-based teaching not only enhances students’ ethical and civic competencies but also influences how they embed values into design. It highlights the transformative potential of SSI pedagogy in vocational design education. Keywords: socio-scientific issues, design education, vocational students, ethics awareness, social responsibility

The rapid integration of Artificial Intelligence (AI) into K-12 education has created a pressing need to evaluate students' capacity to engage with AI effectively and responsibly. As outlined in UNESCO's AI Competency Framework, AI competence is a multidimensional construct encompassing cognitive (knowledge and skills), affective (values and motivation), ethical (principles and responsibilities), and technical (practical and design-based) dimensions. Without systematic assessment, educators lack the evidence needed to ensure students possess not only technical proficiency but also the critical thinking, ethical awareness, and motivation required in AI-driven learning environments. To address this gap, the present study develops and validates the AI Competence Scale (AICS), a multidimensional instrument grounded in UNESCO's framework and educational psychology principles. The AICS conceptualizes AI competence across four interrelated dimensions-Human-Centred Mindset, Ethics of AI, AI Techniques and Applications, and AI System Design-capturing the interplay between students' knowledge, values, reasoning, and applied skills. Data were collected from 608 high school students in public secondary schools in Qatar, following a multi-stage process: expert reviews for content validity; exploratory and confirmatory factor analyses for construct validity; reliability testing via Cronbach's alpha and composite reliability; and convergent, discriminant, and nomological validity using AVE, HTMT ratios, and structural equation modeling (SEM). The results confirmed strong psychometric properties, with SEM revealing a significant positive association between AI competence and students' interest in AI-related careers. The validated AICS provides educators, researchers, and policymakers with a theoretically grounded and empirically robust tool for assessing students' readiness for ethical and informed engagement with AI, supporting curriculum design, targeted interventions, and evidence-based policy in K-12 AI education.

The purpose of this study is to analyze the educational needs of graduate stu-dents regarding artificial intelligence (AI) ethics and to examine whether these educational needs differ according to the frequency of AI use. Participants were 593 graduate stu-dents enrolled in a large university in Seoul, South Korea. We used a self-reported survey to measure students' levels of current understanding and their perceived importance of 22 items related to AI ethical standards. We analyzed the data using the Borich needs as-sessment model as well as The Locus for Focus Model. Our results identified safety, ac-countability, transparency, human rights protection, and non-infringement as the top pri-orities for AI ethics education for graduate students. Accountability emerged consistently and was identified as the top priority for educational needs, regardless of the frequency of AI use. On the other hand, privacy and transparency were found to be more important for those who use AI less frequently, and safety was found to be more important for those who use AI more frequently. Our findings will provide valuable insights for designing and developing AI ethics educational programs for graduate students, ultimately helping them in enhancing their ethical awareness and competence in relation to AI.

The contribution of mindfulness and self-efficacy in improving moral judgement under artificial intelligence (AI) governance is investigated in this work. Ensuring ethical technology use calls on leaders to combine technical developments with moral responsibility as artificial intelligence systems progressively affect important decision-making. Although mindfulness is becoming more and more popular in many spheres, its effects on difficult decisions in AI governance are yet little known. This paper looks at how self-efficacy, spiritual intelligence, and mindfulness support moral reasoning, openness, and responsibility in artificial intelligence governance. Using a secondary data analysis technique, policy studies, scientific literature, and AI ethics frameworks are analysed to find important themes in ethical consciousness, self-efficacy, and responsible AI management. The results imply that mindfulness improves attention in high-stakes decision-making, helps AI professionals clearly negotiate ethical conundrums, and stimulates innovation in handling ethical AI issues. Moreover, spiritual intelligence enhances integrity while self-efficacy helps people to boldly face moral dilemmas. Including these components into organisational training courses and AI ethics education would help to greatly increase ethical AI applications. Future studies aiming at developing globally flexible AI policy suggestions should investigate cross-cultural variations in mindfulness and self-efficacy.

Purpose: This study aimed to identify the impact of nursing students’ ethical decision-making confidence and problem-solving ability on artificial intelligence (AI) ethical awareness, providing a foundation for enhancing ethical AI utilization in future healthcare environments.Methods: A cross-sectional survey was conducted among 164 nursing students from a university in Gwangju. Data were analyzed using IBM SPSS Statistics version 23.0, including independent t-test, Kruskal–Wallis test, Mann–Whitney U test, Pearson’s correlation coefficient, and multiple regression analysis.Results: Multiple regression analysis revealed that problem-solving ability significantly predicted AI ethical awareness (B=0.29, <i>p</i><.001), whereas ethical decision-making confidence was not a significant factor. Students with neutral satisfaction regarding university life showed lower levels of AI ethical awareness than those who were dissatisfied; however, the difference was not statistically significant. The overall model explained 27.0% of the variance.Conclusion: Problem-solving ability was the strongest predictor of AI ethical awareness. These findings suggest that AI ethics education should move beyond the mere provision of knowledge or enhancement of confidence, and instead incorporate learning approaches oriented toward problem-solving that strengthen students’ capacity to analyze and resolve AI ethical issues in practice.

The rapid advancement of artificial intelligence (AI) is transforming the landscape of behavioral health, inviting systemic therapists to reconsider their professional identities, competencies, and ethical responsibilities. This paper presents a reflective dialogue between Dr. Afarin Rajaei and Dr. Katherine Hertlein, exploring how AI intersects with relational practice, professional training, and clinical ethics. Drawing upon Hertlein’s emerging conceptual framework for AI competence in systemic therapy, the authors discuss the knowledge, ethical awareness, and relational sensibilities necessary for responsible integration of AI in clinical and educational contexts. Their exchange illuminates both the opportunities and cautions of AI adoption, emphasizing that systemic therapists must remain reflexive human agents guiding technology toward compassionate and equitable care.

Artificial intelligence (AI) technology has brought convenience to human lives, but its pervasive impact extends beyond individuals, affecting society as a whole. Consequently, the necessity for an AI ethics education program has become increasingly apparent. This study aims to investigate the influence of an experimental research study that developed and implemented an AI ethics education program for learners’ ethical awareness and attitude towards AI. The research methodology involved validating a model of the AI ethics education program by applying it to a group of 10 domain experts. Additionally, pre-test and post-test designs were employed with 17 middle school students as the experimental group. The same assessment was administered before and after the implementation of the AI ethics education program, and the data were analyzed using paired-sample t-tests. The findings of this study are as follows: Firstly, an AI ethics education program model was developed, incorporating key competencies such as AI literacy, critical thinking skills in AI, and AI problem-solving skills, all within the context of AI ethics. The implementation of this model was effective in the educational setting. Secondly, significant improvements were observed in the ethical awareness of middle school students across all domains after participating in the program. Thirdly, the attitudes of middle school students towards AI exhibited significant enhancements across all domains. These findings contribute to the broader field of AI ethics education by highlighting the importance of ethical awareness in AI and fostering favorable attitudes towards AI. The implications of this study are significant for the field of AI education.

Despite the advances in Artificial Intelligence technology, its application in elderly care still presents many challenges and limitations, particularly compared to human caregivers. This synthesis reviewed empirical articles that examined the role of AI robots in elderly care, focusing on their potential benefits and drawbacks. It revealed that AI robots are not capable of replacing human caregivers due to high costs, technical limitations, and the need for human cooperation. Additionally, the study warns that using AI robots may pose potential safety, privacy, and ethical risks, including data security issues, privacy breaches, and negative effects from the incorrect use of the technologies. This paper argues that AI robots can significantly enhance elderly care by providing consistent support and reducing caregiver burden, yet they cannot replace the essential human elements of caregiving. The findings emphasize the need for ethical and legal standards in the deployment of AI robots in elderly care, to ensure that the quality of life for the elderly is improved with these advanced technologies, rather than diminishes.

Досліджено суть та складові етики та ділового протоколу в країнах ЄС на загальнонаціональному та корпоративному рівнях. Зокрема, охарактеризовані національні особливості ділового етикету і ділових комунікацій Німеччини, Італії, Франції та Іспанії. Охарактеризовано складові ділової етики та культури ведення ділових переговорів між потенційними партнерами: індивідуальний підхід, зрозуміла мова для клієнта, діловий підхід до спілкування, пунктуальність, бездоганний зовнішній вигляд, мовленнєвий етикет, підготовка до спілкування, толерантність тощо. Встановлено, що використання принципів та норм етики ділових стосунків впливає на культуру ділового партнерства та продуктивність зовнішньоекономічних зав'язків країн-партнерів. Доведено, що сучасне ділове спілкування має базуватися на загальноприйнятих етичних цінностях і принципах. Зокрема, зразком міжнародної комунікації, на який мають орієнтуватися всі організації незалежно від форми власності, є дипломатичний і діловий протокол. Охарактеризовано головні принципи ділового протоколу: ввічливість, тактовність, взаємоповага, гідність, порядність. Обґрунтовано, що грамотне володіння правилами і нормами сучасного дипломатичного й ділового протоколу створює сприятливий клімат спілкування, підвищує престиж не лише компанії, дипломатичного або економічного відомства, але і держави в цілому. На підставі аналізу наукових і прикладних досліджень зарубіжних авторів за даною проблематикою узагальнено систему етичних кодексів бізнесу в країнах ЄС. Здійснено аналіз Кодексів етики та ділової поведінки двадцяти європейських компаній, включаючи міжнародні фінансові групи та банківські установи Франції, Данії, Німеччини, Іспанії, Швеції, Нідерландів, Швейцарії. Це дало змогу окреслити типові розділи і структуру такого документа. Доведено, що корпорації, які дотримуються етичних засад під час ведення свого бізнесу, отримують вищі прибутки, залучаючи ділових партнерів, які поділяють прихильність організації до етики в міжнародному бізнесі. The essence and components of ethics and business protocol in the EU countries at the national and corporate levels have been studied. In particular, the national peculiarities of business etiquette and business communications of Germany, Italy, France and Spain are characterized. The components of business ethics and culture of conducting business negotiations between potential partners are characterized: individual approach, clear language for the client, business approach to communication, punctuality, impeccable appearance, speech etiquette, preparation for communication, tolerance, etc. It was established that the use of the principles and norms of ethics of business relations affects the culture of business partnership and the productivity of foreign economic ties of the partner countries. It has been proven that modern business communication should be based on generally accepted ethical values and principles. In particular, diplomatic and business protocol is a model of international communication that all organizations, regardless of the form of ownership, should follow. The main principles of business protocol are characterized: politeness, tact, mutual respect, dignity, decency. It is substantiated that a competent command of the rules and norms of modern diplomatic and business protocol creates a favorable climate of communication, increases the prestige not only of the company, diplomatic or economic department, but also of the state as a whole. Based on the analysis of scientific and applied research by foreign authors on this issue, the system of ethical codes of business in the EU countries is summarized. An analysis of the Codes of Ethics and Business Conduct of twenty European companies, including international financial groups and banking institutions of France,

The LIDASHI model - A new dimension of care, leadership and humanity The LIDASHI model is an innovative, multidimensional synthesis of six leading concepts of care and leadership: LIPAJ Leadership, DARDOR, SHQIPONJA, XHALI, ILIRIA and DEMENZIA. It represents a bridge between scientific evidence, ethical responsibility, cultural identity and people-centered care. The model is based on six central principles: • Ethical leadership and responsibility (LIPAJ Leadership) - Visionary, value-oriented leadership that promotes individual development and innovation. • Dignity, autonomy and respect (DARDOR) - care as a holistic act that responds to the individual needs of older people. • Freedom and foresight (SHQIPONJA) - An intergenerational, cross-cultural care concept with a strong focus on social participation. • Science, Ethics and Spirituality (XHALI) - A neurodynamic approach that harmonizes emotional, cognitive and social needs. • Tradition and Innovation (ILIRIA) - Culturally rooted care practices enriched by modern science. • Neurodynamic care and activation (DEMENZIA) - Multisensory, biography-oriented methods to promote cognitive abilities and emotional stability. The LIDASHI model overcomes the limitations of traditional approaches to care and leadership by combining scientific knowledge with cultural sensitivity and ethical awareness. It creates a new dimension of care and leadership that is applicable to both healthcare facilities and family care contexts. Through its holistic approach, the model not only promotes the well-being of people with dementia and older people, but also offers care staff and managers a structured, ethically sound orientation for a sustainable future. “Wisdom from the past, leadership in the present, innovation for the future.” Conclusion: The LIDASHI model - a paradigm shift in care and leadership