[論文レビュー] Prompt Engineering for Responsible Generative AI Use in African Education: A Report from a Three-Day Training Series

Benjamin Quarshie, Vanessa Willemse+11 more|arXiv (Cornell University)|Jan 4, 2026

Artificial Intelligence in Healthcare and Education被引用数 0

ひとこと要約

The paper reports on a three-day online professional development programme that trains African educators and researchers in responsible and context-sensitive prompt engineering for GenAI in education.

ABSTRACT

Generative artificial intelligence (GenAI) tools are increasingly adopted in education, yet many educators lack structured guidance on responsible and context sensitive prompt engineering, particularly in African and other resource constrained settings. This case report documents a three day online professional development programme organised by Generative AI for Education and Research in Africa (GenAI-ERA), designed to strengthen educators and researchers capacity to apply prompt engineering ethically for academic writing, teaching, and research. The programme engaged 468 participants across multiple African countries, including university educators, postgraduate students, and researchers. The training followed a scaffolded progression from foundational prompt design to applied and ethical strategies, including persona guided interactions. Data sources comprised registration surveys, webinar interaction records, facilitator observations, and session transcripts, analysed using descriptive statistics and computationally supported qualitative techniques. Findings indicate that participants increasingly conceptualised prompt engineering as a form of AI literacy requiring ethical awareness, contextual sensitivity, and pedagogical judgement rather than technical skill alone. The case highlights persistent challenges related to access, locally relevant training materials, and institutional support. The report recommends sustained professional development and the integration of prompt literacy into curricula to support responsible GenAI use in African education systems.

研究の動機と目的

• Motivate the need for structured, ethically aware prompt engineering in African educational settings.
• Describe a scalable, three-day online PD programme to build capacity in prompt design for academic writing, teaching, and research.
• Examine how participants conceptualize prompt engineering as AI literacy centered on ethics, context, and pedagogy, not just technique.
• Identify challenges in access, locally relevant materials, and institutional support to implementing prompt literacy.

提案手法

• Describe a scaffolded training progression from foundational to applied and ethical prompt design.
• Incorporate persona-guided interactions to illustrate ethical and context-sensitive prompting.
• Collect data from registration surveys, webinar interactions, facilitator observations, and session transcripts.
• Analyze data using descriptive statistics and computationally assisted qualitative techniques.

実験結果

リサーチクエスチョン

• RQ1 How do educators and researchers in African contexts conceptualize prompt engineering as a form of AI literacy?
• RQ2 What ethical, contextual, and pedagogical considerations emerge in training participants to use GenAI prompts responsibly?
• RQ3 What barriers exist to access, material relevance, and institutional support for prompt literacy in African education?
• RQ4 What is the impact of a three-day scaffolded training on participants' prompt design practices and understanding?

主な発見

• Participants increasingly view prompt engineering as AI literacy requiring ethical awareness and pedagogical judgement.
• Ethical, contextual, and pedagogical considerations become central to prompting practice rather than purely technical skills.
• Persistent challenges include access, locally relevant training materials, and insufficient institutional support.
• The case supports sustained professional development and integrating prompt literacy into curricula.
• The training engaged 468 participants across multiple African countries, including university educators, postgraduate students, and researchers.