[论文解读] 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 0

一句话总结

论文报告了一个为期三天的在线专业发展计划，培训非洲教育工作者和研究人员进行负责任且具有情境感知的GenAI在教育中的提示工程。

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.

研究动机与目标

• 在非洲教育环境中推动结构化、具伦理意识的提示工程的必要性
• 描述一个可扩展的三天在线PD计划，以提升学术写作、教学和研究中的提示设计能力
• 考察参与者如何将提示工程概念化为以伦理、情境和教学法为核心的AI素养，而不仅仅是技术
• 识别在获取、本地相关材料和机构支持方面实施提示素养的挑战

提出的方法

• 描述从基础到应用与伦理提示设计的分阶段培训进程
• 结合角色扮演互动以展示伦理与情境敏感的提示
• 通过注册调查、网络研讨会互动、主持人观察和课程Transcript收集数据
• 使用描述性统计和计算辅助的定性分析方法对数据进行分析

实验结果

研究问题

• RQ1 非洲情境中的教育工作者和研究人员如何将提示工程概念化为一种AI素养？
• RQ2 在培训参与者负责任使用GenAI提示时，出现了哪些伦理、情境和教学方面的考量？
• RQ3 在获取、材料相关性和机构支持方面，非洲教育领域的提示素养存在哪些障碍？
• RQ4 为期三天的分阶段培训对参与者的提示设计实践与理解有何影响？

主要发现

• 参与者日益将提示工程视为需要伦理意识和教学判断的AI素养
• 伦理、情境和教学考虑成为提示实践的核心，而不仅是纯技术技能
• 持续挑战包括获取、本地相关培训材料以及机构支持不足
• 该案例支持持续的专业发展并将提示素养融入课程
• 该培训在多个非洲国家吸引了468名参与者，包括大学教育者、研究生和研究人员