With the rapid advancement of artificial intelligence technology, adolescents, especially those aged 12 - 18, are increasingly exposed to AI applications in daily life and educational contexts. This exposure presents new challenges to their ethical discernment capabilities. Grounded in the philosophy of technology framework, the study examines the developmental trajectory of adolescents' AI ethics cognition and explores corresponding pedagogical intervention approaches. The study employs a combination of documentary analysis, questionnaire surveys, and controlled experiments to systematically interpret the cognitive patterns and developmental mechanisms adolescents demonstrate when confronting AI ethical dilemmas. The findings reveal that 60% of adolescents aged 12 - 14 show a basic understanding of AI ethics, while 40% of those aged 15 - 18 demonstrate a more advanced level. Targeted educational interventions, such as scenario-based instruction and immersive simulations, can significantly enhance their ethical decision-making competencies by 30%. These outcomes provide practical guidelines for developing AI ethics education programs and serve as evidence-based references for policy formulation aimed at optimizing educational practices in the context of AI integration. While the study provides valuable insights into adolescent AI ethics cognition, further research is needed to address potential limitations, such as the sample size of only 300 participants and the scope of the interventions tested being limited to urban areas.
| Published in | Education Journal (Volume 14, Issue 3) |
| DOI | 10.11648/j.edu.20251403.17 |
| Page(s) | 146-153 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
AI Ethics, Adolescent AI Ethical Cognition, Educational Intervention, Philosophy of Technology, Ethical Education, Pedagogical Strategies, Ethical Judgment
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APA Style
Yu, G. (2025). The Developmental Trajectory of Adolescents' AI Ethical Cognition and Educational Intervention Pathways from the Perspective of Philosophy of Technology. Education Journal, 14(3), 146-153. https://doi.org/10.11648/j.edu.20251403.17
ACS Style
Yu, G. The Developmental Trajectory of Adolescents' AI Ethical Cognition and Educational Intervention Pathways from the Perspective of Philosophy of Technology. Educ. J. 2025, 14(3), 146-153. doi: 10.11648/j.edu.20251403.17
AMA Style
Yu G. The Developmental Trajectory of Adolescents' AI Ethical Cognition and Educational Intervention Pathways from the Perspective of Philosophy of Technology. Educ J. 2025;14(3):146-153. doi: 10.11648/j.edu.20251403.17
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Download@article{10.11648/j.edu.20251403.17,
author = {Guoqing Yu},
title = {The Developmental Trajectory of Adolescents' AI Ethical Cognition and Educational Intervention Pathways from the Perspective of Philosophy of Technology
},
journal = {Education Journal},
volume = {14},
number = {3},
pages = {146-153},
doi = {10.11648/j.edu.20251403.17},
url = {https://doi.org/10.11648/j.edu.20251403.17},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20251403.17},
abstract = {With the rapid advancement of artificial intelligence technology, adolescents, especially those aged 12 - 18, are increasingly exposed to AI applications in daily life and educational contexts. This exposure presents new challenges to their ethical discernment capabilities. Grounded in the philosophy of technology framework, the study examines the developmental trajectory of adolescents' AI ethics cognition and explores corresponding pedagogical intervention approaches. The study employs a combination of documentary analysis, questionnaire surveys, and controlled experiments to systematically interpret the cognitive patterns and developmental mechanisms adolescents demonstrate when confronting AI ethical dilemmas. The findings reveal that 60% of adolescents aged 12 - 14 show a basic understanding of AI ethics, while 40% of those aged 15 - 18 demonstrate a more advanced level. Targeted educational interventions, such as scenario-based instruction and immersive simulations, can significantly enhance their ethical decision-making competencies by 30%. These outcomes provide practical guidelines for developing AI ethics education programs and serve as evidence-based references for policy formulation aimed at optimizing educational practices in the context of AI integration. While the study provides valuable insights into adolescent AI ethics cognition, further research is needed to address potential limitations, such as the sample size of only 300 participants and the scope of the interventions tested being limited to urban areas.
},
year = {2025}
}
TY - JOUR T1 - The Developmental Trajectory of Adolescents' AI Ethical Cognition and Educational Intervention Pathways from the Perspective of Philosophy of Technology AU - Guoqing Yu Y1 - 2025/06/20 PY - 2025 N1 - https://doi.org/10.11648/j.edu.20251403.17 DO - 10.11648/j.edu.20251403.17 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 146 EP - 153 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20251403.17 AB - With the rapid advancement of artificial intelligence technology, adolescents, especially those aged 12 - 18, are increasingly exposed to AI applications in daily life and educational contexts. This exposure presents new challenges to their ethical discernment capabilities. Grounded in the philosophy of technology framework, the study examines the developmental trajectory of adolescents' AI ethics cognition and explores corresponding pedagogical intervention approaches. The study employs a combination of documentary analysis, questionnaire surveys, and controlled experiments to systematically interpret the cognitive patterns and developmental mechanisms adolescents demonstrate when confronting AI ethical dilemmas. The findings reveal that 60% of adolescents aged 12 - 14 show a basic understanding of AI ethics, while 40% of those aged 15 - 18 demonstrate a more advanced level. Targeted educational interventions, such as scenario-based instruction and immersive simulations, can significantly enhance their ethical decision-making competencies by 30%. These outcomes provide practical guidelines for developing AI ethics education programs and serve as evidence-based references for policy formulation aimed at optimizing educational practices in the context of AI integration. While the study provides valuable insights into adolescent AI ethics cognition, further research is needed to address potential limitations, such as the sample size of only 300 participants and the scope of the interventions tested being limited to urban areas. VL - 14 IS - 3 ER -
Yuequan Middle School, Pujiang County, Jinhua City, China
