Pedagogical Mechanisms of Moral and Ethical Education of Young People in the Context of Artificial Intelligence Development

The rapid introduction of artificial intelligence into education has changed not only how young people obtain information, but also how they interpret authority, make choices and assume responsibility for their actions. This article examines the pedagogical mechanisms through which moral and ethical education can respond to these changes without reducing the problem to prohibitions or technical literacy. The study employs a qualitative, conceptual design based on critical analysis and thematic synthesis of scholarship in moral education, digital literacy and AI ethics. Its principal result is a five-part model comprising value-oriented dialogue, ethical problem-based learning, reflective authorship, relational responsibility and institutionally supported practice. The model links classroom experiences to moral sensitivity, judgment, motivation and action. The analysis argues that AI-generated answers become educationally useful when learners are expected to question their assumptions, explain their decisions and consider the people affected by them. Implications are discussed for secondary and higher education, including the culturally diverse educational setting of Uzbekistan. The proposed framework is an analytical contribution rather than an experimentally validated intervention; its effectiveness requires subsequent classroom research.