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Ethical Thinking: Integration and Measurement in an AI Curriculum for Middle-High School Students.

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Title: Ethical Thinking: Integration and Measurement in an AI Curriculum for Middle-High School Students.
Authors: STUMP, Glenda S.1 gsstump1016@gmail.com, KANG, Shinyi2 s.kang@ikmz.uzh.ch, MASLA, John3 j_masla@education.mit.edu, BOSCH, Christina A.3 cabosch@education.mit.edu, ABELSON, Hal4 hal@mit.edu, KLOPFER, Eric5 klopfer@mit.edu, BREAZEAL, Cynthia6 cynthiab@media.mit.edu
Source: Informatics in Education. Dec2025, Vol. 24 Issue 4, p815-844. 30p.
Subject Terms: *Secondary education, *Project method in teaching, *Curriculum planning, *Evaluation methodology, *Teaching methods, Moral reasoning, Stakeholder analysis
Abstract: Ethical thinking and reasoning is considered a core component of artificial intelligence (AI) literacy. However, there is a lack of strategies and assessments to promote and measure students’ ethical thinking in AI, particularly in K-12 education. In this paper, we discuss how RAICA, a project-based AI literacy curriculum integrates ethics into its framework and instructional resources. We employ a mixed-methods convergent design to obtain different yet complementary data on ethical thinking as an outcome mediated by diverse RAICA materials. Data analysis revealed that teachers utilized a variety of instructional strategies to foster students’ ethical thinking and that students actively engaged in ethical thinking activities, resulting in a developing understanding of stakeholders and potential benefits/harms of AI. Our work makes a key contribution to AI education by providing empirical evidence to support mechanisms for integration and assessment of ethical thinking within AI literacy curricula. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:Ethical thinking and reasoning is considered a core component of artificial intelligence (AI) literacy. However, there is a lack of strategies and assessments to promote and measure students’ ethical thinking in AI, particularly in K-12 education. In this paper, we discuss how RAICA, a project-based AI literacy curriculum integrates ethics into its framework and instructional resources. We employ a mixed-methods convergent design to obtain different yet complementary data on ethical thinking as an outcome mediated by diverse RAICA materials. Data analysis revealed that teachers utilized a variety of instructional strategies to foster students’ ethical thinking and that students actively engaged in ethical thinking activities, resulting in a developing understanding of stakeholders and potential benefits/harms of AI. Our work makes a key contribution to AI education by providing empirical evidence to support mechanisms for integration and assessment of ethical thinking within AI literacy curricula. [ABSTRACT FROM AUTHOR]
ISSN:16485831
DOI:10.15388/infedu.2025.29