Forensic Cyberpsychology Strategies for Integrating AI Ethics and Digital Citizenship into STEM Pedagogy for Adolescents in Diverse K-12 Classrooms

Abstract

The rise of artificial intelligence (AI) in education and digital platforms has created new ethical and psychological challenges for adolescents, particularly in diverse learning environments. This study investigates how AI ethics and digital citizenship can be effectively embedded into the grades kindergarten through 12th grade (K-12), Science, Technology, Engineering, and Mathematics (STEM) curricula to support moral reasoning, identity development, and digital agency. Using a forensic cyberpsychology lens, the study analyzes adolescent behavior in response to algorithmic influence, digital surveillance, and identity shaping within AI-powered systems. A qualitative meta-synthesis of 68 peer-reviewed empirical studies published between 2024 and 2025 revealed that embedding ethical dilemmas into STEM lessons, such as bias in facial recognition or predictive policing, enhanced moral reasoning and engagement, especially among underrepresented students. Approximately 70% of included studies reported improvements in critical thinking and STEM motivation when instruction addressed psychological and justice-oriented concerns. Drawing on forensic cyberpsychology frameworks, the study highlights how validation-seeking behaviors and surveillance anxiety mimic the manipulative logic of cyber operations, positioning students as both targets and agents within digital ecosystems. The findings support the integration of culturally responsive pedagogy, digital ethics, and behavioral risk analysis in adolescent STEM education. Key implications include the design of inclusive, psychologically grounded STEM curricula and cross-sector collaboration to promote ethical awareness, digital resilience, and equitable innovation in AI-driven education.