Can Prompting Be Taught? Enhancing AI Literacy Among Higher Education Students

• In Event: How Students Engage with GenAI: From Resistance to Empowerment

Abstract

This study explores whether structured prompt formulation guidelines can enhance higher education students’ perceived quality and usefulness of AI-generated content. Using a survey-based approach with integrated ChatGPT interaction, students were asked to create prompts and evaluate the resulting outputs before and after being introduced to structured prompting guidelines. Results show that guideline-supported prompting improved satisfaction, reduced perceived difficulty, and increased alignment with user expectations. Among the six guideline components, “Focus and Condition” and “Context” were rated most helpful. The findings position prompt engineering as a critical academic skill for students navigating AI-augmented learning environments. This research offers actionable insights for integrating prompt literacy into digital education strategies and supporting more effective human–AI collaboration in higher education.

Authors

• Stefanie Zarnow, Ludwig Maximilian University of Munich

• Lisa Anna Matuschek, Ludwig Maximilian University of Munich