An Integrative Model of Artificial Intelligence and Character Education for Building Ethical Literacy in the Digital Generation

Abstract

The development of Artificial Intelligence (AI)—generative AI in particular—has brought about fundamental shifts in how the digital generation acquires knowledge, communicates, constructs identity, and makes decisions. On one hand, AI offers opportunities to enhance personalized learning, broaden access to information, foster creativity, and strengthen problem-solving capabilities. On the other hand, its use presents ethical challenges, including technological dependency, the spread of misinformation, plagiarism, privacy violations, algorithmic bias, content manipulation, and a potential erosion of personal responsibility when technology is employed without moral reflection. This situation underscores the need to balance technological competence with systematic character education and ethical literacy. This article aims to formulate an integrative model combining AI and character education to build ethical literacy among the digital generation. The research employs a qualitative approach, utilizing an integrative literature review and conceptual analysis of existing scholarship on AI literacy, technology ethics, character education, digital citizenship, and human-centered learning. The synthesis focuses on identifying competency dimensions, ethical principles, pedagogical mechanisms, and evaluation indicators applicable within educational settings. The literature suggests that AI literacy should not be limited to the technical ability to operate applications; rather, it must encompass an understanding of how technology functions, the critical evaluation of AI-generated outputs, awareness of social impacts, collaborative skills, learning autonomy, and ethical deliberation. This article proposes the AI–Character–Ethical Literacy Integrative Model (MI-AKLE), which comprises five core components: AI literacy and understanding, the internalization of character values, ethical reasoning, responsible digital practice, and continuous reflection and evaluation. The model positions AI as a learning tool, educators as moral guides, learners as responsible decision-makers, and educational institutions as architects of an ethical ecosystem. The values ​​of integrity, honesty, responsibility, fairness, empathy, autonomy, and respect for privacy serve as the foundation for its implementation. The article concludes that the ethical literacy of the digital generation should be fostered through the integration of technological knowledge, the cultivation of character, moral dialogue, case-based learning, and transparent AI governance. The proposed model requires further empirical testing before it can be deemed causally effective.