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While increasing attention has been given to cultivating students' artificial intelligence (AI) ethical awareness, the factors that contribute to its development remain underexplored. Psychological empowerment is a crucial motivational factor influencing students' intentions to incorporate ethical norms in developing AI-based solutions. Hence, this study filled this up by exploring the relationship between empowerment in using AI for problem-solving and AI ethical awareness. Empowerment in using AI for problem-solving in this study comprised three components: impact, self-efficacy and meaningfulness. Data was collected from 681 students from secondary schools and a university in Hong Kong. Structural equation modelling (SEM) results revealed that the impact of using AI for problem-solving positively predicted human autonomy, beneficence, and fairness components of ethical awareness. Meaningfulness in using AI for problem-solving was positively associated with beneficence. However, self-efficacy in using AI for problem-solving negatively predicted beneficence. Multi-group SEM results revealed that gender significantly moderated the structural paths between impact/self-efficacy/meaningfulness in using AI for problem-solving and human autonomy. Such promising findings highlight that psychological empowerment is an effective intervention to cultivate students’ ethical awareness in using AI for problem-solving, with the project-based learning approach providing a supportive environment for AI applications. • Psychological empowerment facilitates AI ethical awareness in using AI for problem-solving. • Impact of using AI for problem-solving positively predicts human autonomy, beneficence, and fairness. • Self-efficacy in using AI for problem-solving negatively predicts beneficence. • Meaningfulness in using AI for problem-solving positively predicts beneficence. • Gender significantly moderates the associations between psychological empowerment and AI ethical awareness.
Kong et al. (Sun,) studied this question.