## 5 Conclusions  
This research aimed to develop an AI ethics education program that fosters the cultivation of ethical consciousness and a positive attitude towards AI among middle school students in order to prepare them for coexistence with AI. The focus of the AI education curriculum was to make learners understand that the judgments made by AI are based on human decisions, and the consequences of these decisions are human responsibilities. This was achieved by providing practical exercises related to data bias. Furthermore, the curriculum aimed to enhance learners' understanding of AI principles and technologies to effectively manage AI, as well as to educate them about AI's characteristics. Based on AI literacy core competencies, we designed an eight-session education program that applied these four principles. Additionally, the proposed educational program analyzed not only changes in middle school students' ethical awareness but also changes in their attitudes toward artificial intelligence. To this end, the teaching and learning process was structured using practical and video materials appropriate for each session, such as AI education series videos, robot videos, and AI future videos, so that the participants could easily comprehend the content. Our approach, which emphasized practical exercises related to data bias and the enhancement of learners' understanding of AI principles and technologies, was informed by the guidelines provided by official documents and research in the field, echoing the core competencies of AI literacy that have been underscored [47]. In order to develop this AI ethics education program, a model was constructed by researching and analyzing previous studies on AI ethics education, ethical consciousness, attitudes, and the core competencies of literacy. A preliminary teaching and learning process was then designed by applying these core competencies to each of the 8 hours in a total of four classes in the developed model. In order to ensure the validity of the teaching and learning process content, a validation process was carried out by a panel of 10 experts. Upon validation, the development of the AI ethics education program was completed. The experimental group in this study was comprised of 17 middle school students who participated as a single group of research participants. A significant difference was found in the paired sample \(t\)-test results of the pre-test and post-test scores of AI ethical consciousness and attitudes, indicating the positive effect of the education program. Based on the learning activities of the participants who underwent the AI ethics education program and the measurement items of AI ethical consciousness and attitudes toward AI, this study arrived at the following conclusions:  
Firstly, the AI ethics education program model was designed around the core competencies of AI literacy education, namely AI utilization ability, AI critical thinking ability, and AI problem-solving ability. It also incorporated AI ethics and attitudes. Upon the application of the developed model to the teaching and learning process, the AI ethics education program was validated by a group of 10 experts, with a CVR = 0.95, proving its effectiveness in facilitating education. Secondly, a significant difference was observed between the AI ethics education program and the AI ethical consciousness of the middle school student participants (\(p<0.000\)). After the implementation of the AI ethics education program, a positive effect was observed across all eight areas of the learners' AI ethical consciousness. The learners in this study acknowledged the necessity of correctly and objectively inputting a substantial amount of data to prevent bias. They also recognized that AI ethical consciousness is not solely the responsibility of the developer but is shared amongst all parties involved, including users and consumers. In the supervised learning curriculum, learners were able to comprehend the outcomes driven by weights at each layer.