Teaching Prompt Engineering as a Core AI Literacy Skill in Undergraduate Education

Abstract

This learning representation introduces undergraduate students to prompt engineering as a structured, iterative practice rather than an ad hoc interaction with generative AI tools. Students design, test, and refine prompts within a domain of their choosing, documenting each iteration and evaluating outputs for accuracy, relevance, and ethical considerations. The activity emphasizes transparency, reflection, and intentional AI use, positioning prompt engineering as both a technical and metacognitive skill. By engaging students in guided experimentation and revision, the assignment supports AI literacy while reinforcing critical thinking, communication, and documentation skills applicable across academic and professional contexts.