This study investigates secondary school teachers’ beliefs about teaching AI ethics within the context of China’s national curriculum reform. Grounded in the Theory of Planned Behavior (TPB), the research analyzes semi-structured interviews with 14 in-service technology teachers experienced in delivering AI curricula. Findings reveal teachers’ beliefs across three TPB domains: 1) behavioral beliefs (perceived benefits and challenges of teaching AI ethics), 2) normative beliefs (social and institutional expectations), and 3) control beliefs (perceived self-efficacy and resource availability). These insights highlight the complex interplay between personal, social, and structural factors shaping AI ethics education. The study contributes to the growing discourse on AI literacy by offering evidence-based recommendations for teacher professional development and curriculum design, ultimately supporting effective AI education integration in schools. © 2025, The Education University of Hong Kong. All rights reserved.
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