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The rapid expansion of Artificial Intelligence (AI) necessitates a need for educating students to become knowledgeable of AI and aware of its interrelated technical, social, and human implications. The latter (ethics) is particularly important to K-12 students because they may have been interacting with AI through everyday technology without realizing it. They may be targeted by AI generated fake content on social media and may have been victims of algorithm bias in AI applications of facial recognition and predictive policing. To empower students to recognize ethics related issues of AI, this paper reports the design and implementation of a suite of ethics activities embedded in the Developing AI Literacy (DAILy) curriculum. These activities engage students in investigating bias of existing technologies, experimenting with ways to mitigate potential bias, and redesigning the YouTube recommendation system in order to understand different aspects of AI-related ethics issues. Our observations of implementing these lessons among adolescents and exit interviews show that students were highly engaged and became aware of potential harms and consequences of AI tools in everyday life after these ethics lessons.
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This content will become publicly available on September 5, 2026
Development and introduction of a document disclosing AI-use: exploring self-reported student rationales for artificial intelligence use in coursework: a brief research report
This brief research report presents exploratory findings from a study examining student-use of a mandatory artificial intelligence (AI) disclosure form in a general chemistry and citizen science honors course. Students documented every instance of AI use, describing the AI tool utilized, their purpose, the context of the assignment and their perceived outcomes. Originally created as a practical solution, the form aligns retrospectively with established frameworks in AI Literacy, Digital Ethics, Universal Design for Learning (UDL), and Metacognitive Reasoning. Qualitative analysis of responses identified major themes: verification, immediate academic aid, procrastination, and material obstacles. Findings underscore the disclosure form’s potential as a pedagogical tool, fostering transparency, ethical engagement, and self-regulation. The author proposes broader adoption of the form as a replicable strategy for instructors integrating AI in the classroom and advocates for exposing students to literacy in AI, ethics, and intellectual property.
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- Award ID(s):
- 2327418
- PAR ID:
- 10635755
- Editor(s):
- Polly, Patsie
- Publisher / Repository:
- Frontiers
- Date Published:
- Journal Name:
- Frontiers in Education
- Edition / Version:
- 0
- Volume:
- 10
- Issue:
- 0
- ISSN:
- 2504-284X
- Page Range / eLocation ID:
- 0
- Subject(s) / Keyword(s):
- generative AI education AI integration pedagogy technology ethics transparency
- Format(s):
- Medium: X Size: 595KB Other: 0
- Size(s):
- 595KB
- Sponsoring Org:
- National Science Foundation
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