인공지능윤리교육의 국내 연구 동향 분석

김경주,조정원 (사)디지털산업정보학회 2023 디지털산업정보학회논문지 Vol.19 No.4

This study examined research trends in AI ethics education and attempted to suggest a direction for AI ethics education. As a result of the research, two studies were conducted in 2017. There are no studies in 2018 and 2019, and there are 6 studies in 2020. Since then, research has continued to increase, with 19 studies in 2021 and 18 studies in 2022. There were a total of 37 lead authors of the study. There were six lead authors who had published papers for more than two years, and two lead authors who had published papers for more than three years. In addition, to examine the details of AI ethics education, a total of 265 keywords that went through a refining process were divided into education-related, ethics-related, AI-related, and other-related. Although the necessity and importance of research on AI ethics education is expected to increase, there are not many researchers who continuously conduct research on AI ethics education. Accordingly, there is a need to find ways to continue research on AI ethics education. AI ethics education is being conducted under various names such as moral education, ethics education, liberal arts education, and AI education. Accordingly, research on AI ethics education at various levels and forms should be conducted, not just educational research on artificial intelligence ethics in terms of regular subjects.

학교 교육과정에서 융복합적 AI윤리교육의 과제 - 교육대학원 AI융합교육전공과 ‘AI 윤리’ 수업 사례를 중심으로 -

송선영 ( Song Sun-young ) 한국윤리교육학회 2022 윤리교육연구 Vol.- No.63

이번 연구는 교육부의 학교 교사 대상 융합교육 정책 지원에 따른 38개 교육대학원 AI융합교육전공(재교육) 운영과 ‘AI 윤리’ 관련 선택과목 수업 개설 현황, 그리고 경상국립대학교 교육대학원 AI융합교육전공의 <인공지능과 윤리교육> 수업 사례를 통해 학교 교육과정에서 AI윤리교육의 과제를 검토하고자 한다. 2020년 2학기부터 전국 38개 교육대학원에 AI융합교육전공(재교육)이 개설되었고, 이 가운데 ‘AI 윤리’ 관련 교과목(선택과목)을 운영하는 곳은 15개교였다. 경상국립대학교 교육대학원 수업 운영 사례를 통해 드러난 융복합적 AI 윤리교육의 문제와 과제는 다음과 같다. 첫째, ‘인공지능 윤리’에 관한 정의가 인공지능의 활용 범위에만 국한되어 있다. 둘째, 학교 교육과정에서 AI 윤리 관련 수업 설계가 교사의 담당 과목에 따라 교육내용이 다르게 전개될 수 있다. 셋째, 교과마다 기술적 적용 수준이 서로 다르기 때문에, 교수학습 방법에서도 일관된 연계를 설정할 수 없다. 이와 더불어 도덕윤리과에서 융복합적 AI 윤리 수업을 전개하기 위한 주요 과제는 다음과 같다. 첫째, 융복합적 교과에 도덕윤리과도 제도적으로 포함되어야 한다. 둘째, 학교 교육과정과 수업을 위해 도덕윤리 교사도 AI융합교육전공 이수를 고려할 필요가 있다. 셋째, 2022 교육과정 개편 과정에서 AI 윤리 관련 주제가 포괄적으로 적용될 필요가 있다. This paper aims to explore the task of AI ethics education in the school curriculum by examining the major of AI Convergent Education in 38 graduate schools of education in the second semester of 2020. In 15 graduate schools of education, the subject of AI ethics has been operated. By the experience of AI ethics in the graduate school of Gyeongsang National University, I would point out some problems as follows. Firstly, there are arbitrary definitions of ‘AI ethics’ that have made many teachers confused in its class design. Secondly, there are different levels, aspects and gaps of AI ethics education by main subjects of teachers among elementary, middle, and high schools. Thirdly, there are no common or acceptable teaching and learning methods of AI ethics class by the absence of the generalized curriculum of convergent AI ethics. In addition, I would suggest some tasks to develop AI ethics classes in ethics education. Firstly, there are also moral subjects in the scope of convergent subjects, such as mathematics, science, computer and information subjects, connected with AI. Secondly, some moral teachers need to take the AI convergent education in graduate schools of education. Finally, some topics of convergent AI ethics should be dealt with in one of revised or renewed elements in the plan of 2022 National Curriculum.

Suggestions on Teaching and Learning AI Ethics using Cooperative Learning Method in Elementary and Secondary Education

Hyunsoo Kim J-INSTITUTE 2022 Robotics & AI Ethics Vol.7 No.1

Purpose: Discussions on AI Ethics Education is still unfolding without a clear direction set in terms of its nature, goals, teaching and learning methods, etc. In particular, teaching and learning of AI Ethics Education needs to be discussed in the methodological aspect of effectively delivering new contents of Applied Ethics to students. With this in mind, the purpose of this study is to explore teaching and learning that can effectively implement AI Ethics Education, and to propose a method that can be applied to Elementary and Secondary Education. Method: This study intends to utilize the methods of literature studies and comparative studies. First of all, using literature research method, we will examine recent discussions related to AI Ethics Education. In addition, using comparative research method, we will compare and review the system of Ethics Education currently in place in Elementary and Secondary Schools and the system of AI Ethics education that is the subject of discussion. The above research method will contribute to clarifying the unique characteristics of the teaching and learning of AI Ethics Education presented through this study. Results: AI Ethics education could be said as an order about the relationship between humans and AI. At this time, AI Ethics Education needs to go in the direction of establishing a relationship of mutual cooperation rather than mutual checks between AI and humans. Building a community between AI and humans, and practicing a Cooperative Relationship in that community, should be developed through school education which is a professional activity of education. To this end, it is necessary to understand the nature of Teaching and Learning especially in AI Ethics Education, and to construct and implement appropriate teaching and learning methods. Conclusion: Teaching and learning of Ethics Education specialized in AI Ethics Education can be divided into those that target AI and those that target Elementary and Middle School Students. At this time, the target of AI Ethics Education through School Education will be primarily adolescent students attending Elementary and Secondary Schools. However, in their Ethics Education Teaching and Learning, AI can perform the functions of others or peers who have important influence. Therefore, it is proposed to develop and apply Teaching and Learning Method of Cooperative Learning that constitutes ethical AI, and enables such ethical AI to function as a subject of cooperative Learning in AI Ethics Education through Elementary and Secondary Education.

토픽 모델링을 활용한 국내 AI 윤리 연구 동향 및 주요 이슈 분석

박보경,윤가영 한국교육공학회 2025 교육공학연구 Vol.41 No.2

This study conducted a trend analysis, keyword analysis, and Latent Dirichlet Allocation (LDA)-based topic modeling on 361 academic papers on artificial intelligence (AI) ethics published in Korean journals from 2023 to 2024, where generative AI technologies, such as ChatGPT, were widely adopted. The findings are as follows. First, research on AI ethics surged in 2023, coinciding with the emergence of generative AI. Research was actively conducted in the social sciences and humanities, encompassing education and law. Second, domain analysis based on the literature themes found that a significant portion of the research was conducted on “AI ethics education” and “laws, institutions, and norms,” with particular emphasis on the necessity and practical strategies for AI ethics education, especially in elementary education. Third, keyword analysis identified core ethical and social values, such as “education,” “responsibility,” “morality,” and “literacy,” as central concepts in AI ethics research. Fourth, topic modeling by research domain indicated that discussions on “ethics of AI” focused on logical reflection and responsibility ethics; “ethics in the use of AI” emphasized reestablishing values in social, public, and industrial sectors; “ethics in educational applications” addressed teachers' and learners' perceptions and educational practices; and “educational ethics” examined curriculum integration and instructional strategies. The study's results provide a comprehensive understanding of AI ethics discourses, suggesting implications for the future development of ethics education and policy initiatives.

AI 윤리 교육의 필요성에 대한 연구

변순용 서울교육대학교 초등교육연구원 2020 한국초등교육 Vol.31 No.3

The main purpose of this study is to propose the necessity and content of AI ethics educationbased on the analysis of recent domestic and international trends related to AI ethics. Reflectingchanges in UNESCO's AI ethics recommendations, the announcement of the AI national strategy, andthe entry into force of the Framework Act on Intelligent Informatization, we should try to establish acontent system for AI ethics education and integrate it into the moral and curriculum. Therefore, itis necessary to discuss how to accept the new contents of the practical ethics of AI ethics in thecurrent elementary and secondary ethics and education. In this paper, the need for the establishment of basic AI competencies, the need for AIconvergence education experts, and the need for AI ethics and citizenship education was presented. As an example of the content structure of AI ethics education, we analyzed the contents of AI ethicseducation developed by MIT and the education program of Harvard University, and proposed anexample of the content system of AI ethics education that can be done in Korea. In particular, an opportunity to think about the importance of AI ethics education centering onthe topic of 'If artificial intelligence is in charge of knowledge transfer, what should a teacher do?'in the course of training artificial intelligence ethics experts or teachers is necessary to provide. Inthe age of artificial intelligence, education innovation and paradigm shift will surely occur, and it isan important time to reveal that the center is not technology, but artificial intelligence ethics. 이 연구의 주된 목적은 AI 윤리와 관련된 최근 국내외적인 동향에 대한 분석을 근거로하여 AI 윤리교육의 필요성과 내용에 대한 제안을 하는 것이다. 유네스코의 AI 윤리 권고안, AI 국가 전략 발표, 지능정보화기본법의 발효 등의 변화를 반영하여, 우리는 AI 윤리교육의 내용체계를 수립하여 도덕과 교육과정에 통합시켜보려는 노력을 해야 한다. 그래서 현행 초, 중등 도덕과 교육이 AI 윤리라는 실천윤리의 새로운 내용을 수용하는 방안에 대한 논의가 시급하다. 이 연구에서는 세계 여러 나라에서 개발되고 있는 AI 관련 초·중등학교용 교재를 통해 인공지능 교육이 이미 학교교육의 하나로 다뤄지고 있음을 제시했다. AI 윤리 교육의 내용 구성의 예시로, MIT에서 개발한 AI 윤리 교육내용과 하버드 대학의 교육프로그램을 분석하고, 한국에서 실시할 수 있는 AI윤리교육의 내용체계의 예시를 제안하였다. 이러한 변화에 더해서 인공지능 융합 교육 전문가, 인공지능 시민성 교육 전문가가 필요함을 언급하고, 더욱이 인공지능 역기능에 대응하는 것, 인공지능윤리전문가의 필요성을 강조하였다. 특히, 인공지능윤리 전문가 양성, 혹은 교사 양성과정에서 ‘인공지능이 지식전달을 담당한다면, 교사는 무엇을 해야 하나?’라는 화두를 중심으로 ’인공지능윤리 교육‘의 중요성을 생각해볼 수 있는 계기를 제공하는 것이 필요하다. 인공지능 시대는 교육의 혁신, 패러다임의 전환이 분명히 일어날 것이며그 중심은 기술이 아니라 인공지능윤리임을 드러낼 수 있는 중요한 시점이다.

게이미피케이션 기반 인공지능 윤리교육 프로그램이 초등학생들의 인공지능 윤리 의식에 미치는 영향

원호준,이철현 경인교육대학교 교육연구원 2023 교육논총 Vol.43 No.4

This study investigated the effects of a gamification-based education program centered on Artificial Intelligence (AI) ethical standards on elementary school students’ ethical awareness of AI. Therefore, a 16-session AI ethics educational program was developed based on the ADDIE model according to previous studies on AI ethics education and “human-centered AI ethical standards.” To verify the program’s effectiveness, the program extracted from the “AI ethics (Elementary School) Learning with AI Principles” (Gyeonggi Provincial Office of Education, 2022) was applied to compare between groups and used a student ethics consciousness test tool we developed. The study results obtained through the application and analysis of this program are as follows. We found statistically significant differences in all areas of interest and the need for AI ethics and ethics education. The results of the pre-and post-tests for each AI ethics element showed statistically significant changes in all areas, except for the “responsibility” element. The AI ethics education program developed in this study is expected to contribute to the formation of a proper AI ethics consciousness among elementary school students.

초등학교 AI 윤리교육 프로그램의 개발 및 적용

정다이,박형빈 서울교육대학교 초등교육연구원 2023 한국초등교육 Vol.34 No.3

AI 개발은 그 어떤 변화보다 인간의 삶을 뒤흔드는 혁명적인 변화를 불러일으키고 있다. 데이터 처 리와 분석을 재편하는 머신러닝, 딥러닝, 인공신경망과 같은 AI 접근 방식은 의료, 운송, 생산라인 등 다양한 분야에서 자율 및 반자율 시스템으로 활용되고 있다. 그러나 AI의 행위와 관련된 윤리 문제는 사회 윤리의 일부로 여겨지고 있는 현실이다. AI가 ‘윤리적이어야 한다.’라는 동의에도 불구하고, ‘윤 리적 AI’를 정의하고 실현하기 위한 요소, 윤리적 요구사항, 기술 표준, 모범 사례 등에 대한 논쟁은 계속되고 있는 것이다. 특히 이때 AI는 교육 분야에서도 중요한 역할을 한다. 미래 AI의 설계자, 개발 자, 사용자, 평가자로서의 역할을 할 초등학생들에게 AI 윤리 교육으로부터 얻을 수 있는 역량이 AI와 함께 살아갈 미래의 사회 구성원으로서 필수 역량으로 자리 잡을 것이기 때문이다. 따라서 초등학생에게 AI가 야기할 윤리적 문제를 조정하고 해결할 수 있는 능력을 기르기 위한 AI 윤리 교육이 필요하다. 이를 위해 본 논문은 인공지능 윤리 관련 내용을 구성하기 위하여 2022 개정 교육과정 중 도덕과 교육과정의 내용체계를 인공지능 윤리교육의 관점에서 분석한다. 그 후에 AI 윤 리와 관련된 필수 내용을 ‘자율주행 자동차, 사이보그, 뇌, 교육’의 4가지 주제 중심으로 체계화하여 수업안을 제안하였다. 마지막으로 개발한 수업안을 실제 수업에 적용하여 효과를 분석한다. AI 윤리 교수학습 프로그램을 현장에 선제적으로 구안 및 적용한 결과 다음과 같은 결론 및 시사점 을 도출할 수 있었다. 첫째, 인공지능 윤리 프로그램의 도입은 인지, 정의, 행동적 영역 모두에서의 도 덕적 사고력 및 AI 리터러시 증진을 이끈다는 점을 확인하였다. 둘째, 주제 중심의 프로그램 적용 후 학생들의 인공지능 윤리 학습에 대한 흥미도가 증대되었다. 셋째, 프로그램 중 개별 학습의 제공한 것 이 AI 윤리 문제와 관련한 학생들의 입장을 명확하게 하는 것에 도움이 되었다. 마지막으로 2022 개 정 도덕과 교육과정에 맞추어 AI 윤리의 핵심 내용이 추출되어 정리되고 새로운 기능, 역량이 추가되 어 현장에 보급될 필요성이 있음을 확인할 수 있었다. Artificial intelligence (AI) development is leading to a revolutionary transformation in human life. AI approaches, such as machine learning, deep learning, and artificial neural networks, which restructure data processing and analysis, are utilized in various fields, such as healthcare, transportation, and production lines, as autonomous or semi-autonomous systems. However, ethical issues regarding AI behavior remain a significant societal concern. Despite the consensus that AI should be ethical, debates are ongoing about defining and realizing ethical AI, which encompasses elements of ethical AI, ethical requirements, technical standards, and best practices, among others. Particularly, AI plays a crucial role in the field of education. Elementary-school students, who will become designers, developers, users, and evaluators of future AI, must develop the capacity to address and solve ethical issues that emerge from AI use. Hence, AI ethics education for elementary students is necessary for cultivating the skills required to become essential participants of a future society that extensively uses AI. To this end, this study analyzes the content and structure of the revised 2022 curriculum of Republic of Korea from the perspective of AI ethics education. It then proposes a lesson plan by organizing essential AI ethics–related content that focuses on four themes, namely, autonomous driving cars, cyborgs, the brain, and education. Finally, it assesses the effectiveness of the developed lesson plan through implementation in real-world classrooms. The study draws the following conclusions and implications after the proactive implementation of the AI ethics education program in classrooms. First, introducing AI ethics programs enhanced moral reasoning and AI literacy in the cognitive, definitional, and behavioral aspects. Second, the interest of students in AI ethics education increased after the implementation of the theme-centered AI Ethics program. Third, allowing individual learning within the program helped elucidate the position of students on AI ethics issues. Finally, the study extracted and organized the core content of AI ethics in the revised 2022 curriculum and suggested the need for the dissemination of AI ethics in the field with the addition of new features and capabilities.

교육윤리학의 관점에서 본 인공지능윤리교육의 방향과 과제

한찬희 한국교원대학교 교육연구원 2025 교원교육 Vol.41 No.3

Purpose: This study critically examines the achievements and limitations of the discourse on AI ethics to date. It highlights the need for a renewed perspective on the directions and challenges of AI ethics education, specifically through the lens of educational ethics. Methods: Through an analysis of prior research and a comprehensive literature review, this study examines the validity of the current AI ethics discourse, which primarily revolves around the development of ethical guidelines and principles. Furthermore, it explores the practical direction of AI ethics education from the perspective of educational ethics. Results: AI ethics discourse that lacks educational attention is vulnerable to side effects such as ethics washing and ethics bashing. AI ethics education through moral education as a subject should not merely consume the existing research outcomes of AI ethics discourse—such as ethical guidelines, checklists, and principles—but should also explore the potential for restoring poetic dwelling, and for revitalizing conversation through ethics by design. Conclusion: From the perspective of educational ethics, the direction and challenges of AI ethics education through moral education as a subject are as follows: first, to ensure that technical practices are informed by poetic thinking; and second, to guarantee focal moments of conversational engagement even within technical practices.

인공지능 윤리 역량 신장을 위한 인공지능 윤리 딜레마 개발

김은경,이영준 한국컴퓨터교육학회 2023 컴퓨터교육학회 논문지 Vol.26 No.5

인공지능 기술의 빠른 확산으로 인공지능 윤리 문제는 인공지능 전문가만의 문제가 아닌 사회 문제가 되었다. 이에 따라 인공지능 윤리 문제 상황을 해결하기 위해 인공지능 윤리 문제를 파악하고 상황에 맞는 적절한 윤리적 판단을 내릴 수 있는 인공지능 윤리 역량이 요구되고 있다. 윤리 딜레마를 활용한 토론 수업은 다수의 연구에서 윤리 역량을 신장시키는 것으로 나타났다. 이에 인공지능 윤리 교육에서도 인공지능 윤리 딜레마를 활용한 인공지능 윤리 수업이 활발히 이루어지고 있다. 그러나 이에 활용되는 인공지능 딜레마가 한 사례에 매우 치중되어 있어 다양한 인공지능 윤리 요소를 다루지 못한다는 문제가 있다. 이에 본 연구에서는 교육부의 ‘사람이 중심이 되는 인공지능 윤리 기준’의 3대 원칙과 10대 핵심 요소가 반영된 인공지능 윤리 딜레마 9개를 개발하고 전문가를 통해 타당성을 확보하였다. 본 인공지능 윤리 딜레마가 인공지능 윤리 딜레마 활용 교육에 다양성을 높이고 학습자의 인공지능 윤리 역량 신장에 도움이 되길 기대한다. With the rapid spread of AI technology, the AI ethics issue has become a social issue, not just an issue for AI experts. Accordingly, in order to solve AI ethical problems, AI ethicsal competence are required to identify AI ethical problems and make appropriate ethical judgments appropriate to the situation. Discussion classes using ethical dilemmas have been shown to increase ethical competency in a number of studies. Accordingly, in AI ethics education, AI ethics classes using AIethics dilemmas are being actively conducted. However, there is a problem that the AI dilemma used for this is very focused on one case, so that it cannot deal with various AI ethical factors. Accordingly, in this study, nine AI ethical dilemmas that reflect the three principles and ten core elements of the Ministry of Education’s “human-centered AI ethical standards” were developed, and validity was secured through experts. It is hoped that this AI ethical dilemma will help increase diversity in AI ethical dilemma utilization education and enhance learners' AI ethical competency.

국악 교육전공 예비교사의 AI 윤리에 대한 관점과 교육적 과제

권혜진 한국교육정보미디어학회 2025 교육정보미디어연구 Vol.31 No.3

This study explores pre-service teachers’ perceptions of AI ethics and their needs for AI ethics education in the context of Korean traditional music education. As the 2022 revised national curriculum emphasizes digital literacy, AI ethics, and creative problem-solving, AI technologies are being rapidly adopted in various educational settings, including traditional music. However, ethical discussions that reflect the cultural specificity and artistic values of Korean traditional music remain insufficient. In this study, in-depth interviews were conducted with five pre-service teachers majoring in traditional Korean instruments, and their perceptions were analyzed using a qualitative approach. Participants expressed concerns about AI distorting the identity and authenticity of traditional music, while also recognizing its potential to promote creativity and diversify teaching methods. They emphasized the need for teachers to develop critical thinking and cultural interpretation skills when using AI tools in class. In particular, the participants called for case-based AI ethics education that reflects real classroom scenarios and the unique context of traditional music. The findings offer practical implications for the ethical integration of AI in traditional music education and provide a basis for developing AI-informed teacher training programs and curricula.