## 1 Introduction  
The objective of this study was to develop an AI ethics education program that targets middle school students and to investigate the impact of the program on students' ethical consciousness and attitudes toward AI. Artificial intelligence (AI), a concept that emerged in the 1950s, involves the use of computers to mimic human intelligence. The advancements in computer technology, such as the proliferation of data, computing innovations, and groundbreaking algorithms, have made AI an essential component of human existence [1]. Its rapid advancements have revolutionized various aspects of our lives, but this has also raised concerns about privacy, algorithmic bias, and the impact of automation on employment [2]. AI technology, while offering numerous conveniences, introduces challenges such as unfairness and potential disadvantages [3]. In order to address these challenges, education policies have started recognizing AI literacy and competence in utilizing AI as essential skills for students in primary, middle, and high schools in South Korea starting in 2025 [4]. Therefore, it is essential to provide AI literacy education to students,fostering problem-solving attitudes and abilities using AI [5; 6; 7; 8; 9; 10]. However, with the rapid increase in ethical accidents due to AI [11], there is a pressing need for AI ethics and attitude education to be provided together with AI literacy education. \"AI ethics\" refers to the principles and guidelines concerning ethical issues related to AI technology, such as data privacy, algorithmic bias, accountability, and transparency. On the other hand, \"ethical consciousness\" refers to the ability of individuals or groups to understand and make ethical judgments, which is crucial when interacting with AI. The attitudes towards AI play a significant role as they influence learners' interactions with AI. The rapid and convenient positive aspects of AI development coexist with concerns about data inaccuracies and ethical implications, necessitating a focus on AI ethics [12]. According to [PERSON] and [PERSON] (2020), failure to align norms with technological advancements may result in self-inflicted harm from the technology developed [13]. This underscores the necessity for students in primary, middle, and high schools to acquire and enhance their abilities to understand and utilize AI technology [14]. NGOs, research institutes, companies, and government agencies have published more than 100 AI ethics guidelines [15], and research analyzing AI ethics guidelines is also actively underway. Based on the principles commonly mentioned in AI ethics guidelines, this study assumed that in order for students to use AI technology meaningfully, they must have a good understanding of these principles and be able to prevent and respond to them. In January 2021, the discontinuation of a Korean chatbot called \"[PERSON]\" due to hate speech and personal information breaches highlighted the significance of AI ethics and the necessity of involving all relevant stakeholders in the conversation [16]. In preparation for the upcoming AI era, it is crucial for students to develop the ability to ethically evaluate AI-generated results and examine their AI ethics consciousness [17]. Therefore, this study aims to answer the following research questions:  
1. How should the AI ethics education program be structured and developed? 2. What is the impact of the AI ethics education program on middle school students' ethical consciousness towards AI? 3. How does the AI ethics education program influence middle school students' attitudes towards AI? In order to achieve this objective, we designed an experimental study involving a pre-test and post-test design. The AI ethics education program was implemented using a selected group of middle school students who underwent assessments before and after the program. By comparing the results, we aim to evaluate the program's effectiveness in enhancing ethical awareness and shaping attitudes toward AI.