As artificial intelligence (AI) becomes increasingly integrated into various sectors of society, AI literacy has emerged as a critical skill for citizens to effectively engage in creative and professional work 1 . Nonetheless, alongside the widespread adoption of AI technologies, several ethical concerns have arisen. Issues such as privacy breaches, data security risks, and the widening digital divide pose significant challenges to the effective and equitable implementation of AI 2 , 3 , 4 . Consequently, AI ethics has emerged as a central research area across sectors, particularly in addressing these challenges.
This study investigates the relationship between AI ethics literacy and students’ self-rated learning competence using AI by developing a comprehensive framework of AI ethics literacy comprising knowledge, attitude, and competence dimensions. Data were collected from 482 college students through an online questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Key findings reveal that: (1) AI ethics knowledge is primarily characterized by four ethical principles: fairness and inclusivity, privacy protection, human-centricity, and responsibility and accountability; (2) AI ethics knowledge positively influences both AI ethics attitude and competence; and (3) AI ethics attitude and competence significantly enhance students’ self-rated learning competence using AI. This research contributes a novel theoretical framework for understanding AI ethics literacy while providing practical insights for cultivating students’ self-rated learning competence using AI.
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On 8 April 2019, the High-Level Expert Group on AI presented Ethics Guidelines for Trustworthy Artificial Intelligence. This followed the publication of the guidelines' first draft in December 2018 on which more than 500 comments were received through an open consultation.
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