AI Literacy and Ethical Digital Learning in Primary Education: A Framework for Empowering Teachers and Students in the Society 5.0 Era

Abstract

The emergence of the Society 5.0 era requires a fundamental transformation in primary education, shifting the pedagogical paradigm from passive digital consumption toward critical technological engagement and ethical digital citizenship. While artificial intelligence technologies present vast opportunities to personalize learning and reduce administrative burdens for educators, their integration into primary school environments poses critical challenges regarding algorithmic bias, data privacy, and the developmental vulnerabilities of young learners. This paper proposes a comprehensive, human-centered framework designed to cultivate AI literacy and ethical digital learning in primary education. Grounded in a qualitative thematic synthesis of contemporary research and policy guidelines, the framework establishes a dual-empowerment strategy that concurrently enhances the pedagogical agency of teachers and the critical awareness of primary students. For educators, the model emphasizes pedagogical integration, ethical tool evaluation, and AI-assisted instructional co-design. For students, it embeds age-appropriate computational thinking, data privacy consciousness, and moral reasoning across core academic subjects through ethical Project-Based Learning. The discussion addresses systemic implementation hurdles, including the persistent digital divide and commercial data collection practices in educational technology. Ultimately, this framework underscores that fostering AI literacy during early childhood education is an essential societal investment to ensure that technological advancement continues to serve human empowerment and social equity.