Prompt Engineering as an AI Literacy Competence: A Framework for Learners and Educators

Dijana Oreški1 [0000-0002-3820-0126], Alen Kišić2 [0000-0002-2196-1092], and Maja Rožman3[0000 0002-8546-4351]
1 University of Zagreb, Faculty of Organization and Informatics, Pavlinska 2, 42000, Varaždin, Croatia
2 VERN University, Palmotićeva ul. 82/1, 10000, Zagreb, Croatia
3 University of Maribor, Faculty of Economics and Business, Razlagova ulica 14, 2000 Maribor, Slovenia
dijana.oreski@foi.hr,
alkisic1@vernnet.hr,
maja.rozman1@um.si
DOI: 10.46793/eLearning2025.160O

 

Abstract.  As generative artificial intelligence (GenAI) tools such as ChatGPT, Gemini, and Copilot increasingly enter educational settings, the ability of educators and learners to interact with these systems meaningfully becomes a critical competence. This paper positions prompt engineering – the practice of formulating effective inputs to guide AI outputs – as a foundational skill within the broader concept of AI literacy for educators and learners. This paper suggest a conceptual framework that connects prompt engineering with existing models of AI literacy and examines its relevance for pedagogical design, content generation, feedback, and student interaction. We synthesize recent literature on prompt typologies, outline key dimensions of competence (cognitive, technical, ethical), and propose a structure for integrating prompt engineering into learners’ and educators’ professional development. By treating prompt engineering as a form of literacy rather than technical know-how, we argue for its central place in future educational practices and policies to enable a smart society in which learners and educators effectively use generative AI.

Keywords:  Prompt Engineering; AI literacy; Generative Artificial Intelligence; ChatGPT.

Acknowledgement: This paper is supported by Croatian Science Foundation under the project SIMON: Intelligent system for automatic selection and machine learning algorithms in social sciences, UIP-2020-02-6312.

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Izvor: Proceedings of the 16th International Conference on e-Learning (ELEARNING2025)