The Developmental Trajectory of Adolescents' AI Ethical Cognition and Educational Intervention Pathways from the Perspective of Philosophy of Technology

With the rapid advancement of artificial intelligence technology, adolescents, especially those aged 12 - 18, are increasingly exposed to AI applications in daily life and educational contexts. This exposure presents new challenges to their ethical discernment capabilities. Grounded in the philosophy of technology framework, the study examines the developmental trajectory of adolescents' AI ethics cognition and explores corresponding pedagogical intervention approaches. The study employs a combination of documentary analysis, questionnaire surveys, and controlled experiments to systematically interpret the cognitive patterns and developmental mechanisms adolescents demonstrate when confronting AI ethical dilemmas. The findings reveal that 60% of adolescents aged 12 - 14 show a basic understanding of AI ethics, while 40% of those aged 15 - 18 demonstrate a more advanced level. Targeted educational interventions, such as scenario-based instruction and immersive simulations, can significantly enhance their ethical decision-making competencies by 30%. These outcomes provide practical guidelines for developing AI ethics education programs and serve as evidence-based references for policy formulation aimed at optimizing educational practices in the context of AI integration. While the study provides valuable insights into adolescent AI ethics cognition, further research is needed to address potential limitations, such as the sample size of only 300 participants and the scope of the interventions tested being limited to urban areas.