AI Ethics Knowledge Among Chinese Teachers: An Empirical Assessment

Abstract The integration of artificial intelligence (AI) into educational environments introduces complex ethical considerations that necessitate a robust understanding among educators. This empirical study investigates the level of AI ethics literacy among Chinese teachers across four critical dimensions: data privacy, algorithmic transparency, fairness, and explainability. Drawing on a survey of 116 educators from Guizhou Province, China, and employing descriptive statistics, regression analysis, and structural equation modeling (SEM), the study reveals significant disparities in ethical comprehension, with algorithmic transparency scoring highest and data privacy lowest. The findings indicate that university educators exhibit higher levels of AI ethics knowledge compared to their counterparts in primary and secondary schools, primarily due to greater access to academic discourse and training opportunities. Moreover, structured professional development programs and institutional support—particularly those emphasizing hands-on, participatory methods—emerge as significant predictors of improved ethical awareness. The study underscores the urgent need for policy interventions, targeted training, and systemic institutional support to cultivate ethically competent educators capable of responsibly integrating AI into pedagogical practice.