TechTrends (2024) 68:47–57

https://doi.org/10.1007/s11528-023-00896-0

ORIGINAL PAPER

Prompting Change: Exploring Prompt Engineering in Large Language

Model AI and Its Potential to Transform Education
William Cain1

Accepted: 4 October 2023 / Published online: 18 October 2023

© Association for Educational Communications & Technology 2023

Abstract
This paper explores the transformative potential of Large Language Models Artificial Intelligence (LLM AI) in educational
contexts, particularly focusing on the innovative practice of prompt engineering. Prompt engineering, characterized by three
essential components of content knowledge, critical thinking, and iterative design, emerges as a key mechanism to access
the transformative capabilities of LLM AI in the learning process. This paper charts the evolving trajectory of LLM AI as a
tool poised to reshape educational practices and assumptions. In particular, this paper breaks down the potential of prompt
engineering practices to enhance learning by fostering personalized, engaging, and equitable educational experiences. The
paper underscores how the natural language capabilities of LLM AI tools can help students and educators transition from
passive recipients to active co-creators of their learning experiences. Critical thinking skills, particularly information literacy,
media literacy, and digital citizenship, are identified as crucial for using LLM AI tools effectively and responsibly. Looking
forward, the paper advocates for continued research to validate the benefits of prompt engineering practices across diverse
learning contexts while simultaneously promoting potential defects, biases, and ethical concerns related to LLM AI use in
education. It calls upon practitioners to explore and train educational stakeholders in best practices around prompt engineer-
ing for LLM AI, fostering progress towards a more engaging and equitable educational future.

Keywords Large language models (LLM AI) · Education · Prompt engineering · Educational transformation · ChatGPT

Generative artificial intelligence (AI) is a powerful, emerg-
ing technology with the potential to disrupt and transform
numerous sectors, including education. Generative AI
refers to a subset of artificial intelligence systems that use
machine learning techniques to generate novel outputs, such
as images, text, or sound, based on learned patterns in input
data. These systems offer the ability to create content that is
original, personalized, and contextually relevant, enhancing
various applications such as content creation, design, and
simulation.
One type of generative AI, Large Language Model AI
(LLM AI), is increasingly recognized for exceptional capa-
bilities in natural language generation, positioning it as a
promising new tool for learning and instruction in educa-
tional contexts (Brown et al., 2020; Cain, 2023a; Cardona
et al., 2023; Carvalho et al., 2022; Heaven, 2023; Kovanovic,
2023; Moore et al., 2022; OpenAI, 2023; Srinivasan, 2022;
Zawacki-Richter et al., 2019). The present article looks at
the natural language processing capabilities of LLM AI with
an eye towards aligning these capabilities with potential
applications of LLM AI tools within the sphere of educa-
tion. In particular, the article aims to explore prompts and
prompt engineering (in relation to natural language pro-
cessing) as an emergent, critical skill set that educators and
learners must acquire to optimally harness the transforma-
tive attributes of LLM AI in educational contexts. In doing
so, the text explores the role and functionality of prompts in
LLM AI tools, outlines the criteria for effective prompts, and
introduces three foundational pillars of prompt engineering:
content knowledge, critical thinking, and iterative design.

* William Cain
wcain@uwyo.edu
1
Learning, Design, and Technology, College of Education,
University of Wyoming, 1000 E. University Ave., Education
337, Laramie, WY 82071, USA

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Natural Language Processing in LLM AI
LLM AI is a type of machine learning model specifically
designed to understand and generate human language.
These models are “large” in that they consist of hundreds
of billions of parameters—essentially, internal variables
that the AI learns from its training data to generate mean-
ingful output (response) (Brown et al., 2020; OpenAI,
2023). The “language model” part of the name refers to
their purpose: to model, or understand, human language in
a way that allows them to generate coherent and contextu-
ally appropriate responses (Bender et al., 2021). LLM AI
operates based on a massive amount of text data it has been
trained on, learning patterns, relationships, and structures
within the language (OpenAI, 2023; Raffel et al., 2020).
When presented with an input (prompt), the model uses
these learned patterns to generate a response that aligns
with the context provided by the prompt. Importantly,
the model does not “understand” language or context in
the human sense. Instead, it makes statistically informed
predictions about what text should come next, based on
the prompt and the patterns it has learned during training
(OpenAI, 2023; Sutskever et al., 2014).
Ease of Use and Accessibility
LLM AI tools, including platforms like ChatGPT, are
designed to comprehend and generate human language
through straightforward text-based user interfaces. This
means LLM AI end-users do not require advanced or spe-
cialized coding skills to interact with these tools; rather
they can simply use everyday words and phrases (Coy,
2023; Ekin, 2023; Harwell, 2023). This ease of use is in
many ways similar to the ubiquity and ease with which
people use key terms and phrases in search engines to
access information across the internet. As such, LLM AI’s
ease of use for non-technical users could translate into
wide accessibility that could have transformative impacts
in educational settings. Furthermore, the fluency and
sophistication of a user’s language can directly influence
the effectiveness of their interaction with LLM AI tools.
Essentially, by using natural language, both educators and
learners bypass the need for deep technical knowledge.
This straightforward accessibility paves the way for LLM
AI’s broader integration into educational frameworks
(Bates et al., 2020).
Interactions with LLM AI tools are facilitated through
well-designed prompts that employ natural human lan-
guage queries and commands (Jiang et al., 2022). Such
adaptability is invaluable when paired with pedagogical
approaches such as active learning (Cain, 2023a). Active
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TechTrends (2024) 68:47–57
learning prioritizes understanding and knowledge acquisi-
tion through student-driven exploration, inquiry, and col-
laboration. The ability to converse with LLM AI tools in
everyday language not only demystifies the technology but
also elevates it to a vital instrument for enhancing learn-
ing experiences and project outcomes (Bowman, 2022;
Kelley, 2023).
The versatility of LLM AI tools, thanks to their natural
language processing capabilities, could potentially usher
in an array of innovative teaching strategies. Without any
prescribed interaction methods, students can utilize LLM
AI as study guides, partners in creative writing, simulators
for various scenarios, platforms for thought experiments,
content creators, and much more. As active participants, stu-
dents could be empowered to ask questions and seek insights
in language tailored to their learning stage and cognitive
depth (Cain, 2023b; Cardona et al., 2023; Dwivedi et al.,
2023; Ji et al., 2022; Nouhan et al., 2021). In response, these
tools could generate detailed and context-sensitive answers
that resonate with a student’s current level of comprehension
(Carvalho et al., 2022). Thus, LLM AI’s natural language
capabilities can champion personalized learning dynamics,
where students remain at the helm of their learning trajec-
tory, maintaining steady engagement and pacing (Kim et al.,
2022).
Potential LLM AI Uses in Education
LLM AI tools like OpenAI’s ChatGPT and Google’s Bard
are entering educational contexts with diverse learning and
instructional applications, signifying a transformative but as
yet ill-researched potential for traditional education practices
(Abdous, 2023; Brown et al., 2020; Coy, 2023; Dwivedi
et al., 2023; Floridi & Cowls, 2019; Thongprasit & Wanna-
piroon, 2022). LLM AI’s proficiency in content generation
offers teachers unique new capabilities in creating learning
materials and learning experience designs. At the same time,
these tools could offer new pathways for highly personal-
ized student learning experiences by catering to individual
learners’ needs, providing immediate feedback, and tailoring
learning outcomes.
The eventual integration of LLM AI capabilities into
educational practices will most likely result in shifts in tra-
ditional pedagogical methodologies. LLM AI tools, with
enhanced capabilities for content creation and for their
uncanny mimicking of human engagement, could enrich
the teaching and learning process (Abdous, 2023; Bates et
al., 2020; Cardona et al., 2023; Heilweil, 2022; Fourtané,
2022; Shapiro, 2023). However, the transformative impact of
these tools would not be confined to their advanced abilities
alone if they were too expensive or technologically com-
plex to use. The natural language processing capabilities of
these systems, available through the internet or commercial
TechTrends (2024) 68:47–57 49

applications, make them accessible to students across vari-
ous learning levels. This accessibility would be a pivotal
factor in their widespread use (Brown et al., 2020; Cardona
et al., 2023; Dwivedi et al., 2023) and some schools, dis-
tricts, and other institutions may be reluctant to integrate
LLM AI fully throughout their operations due to concerns
over student plagiarism or other perceived negative out-
comes. Table 1 provides a broad summary of potential
capabilities and limitation of integrating LLM AI systems
in educational contexts.
In summary, ease of use and accessibility of LLM AI
via natural language processing capabilities are key attrib-
utes that can make these systems both desirable and pos-
sibly inevitable as prominent and transformative learning
technologies. The natural language capabilities of LLM AI
enhance their user-friendliness and versatility, transforming
them into powerful yet widely available educational tools
in a way that few educational technologies have done pre-
viously (Ortiz, 2023; Webb et al., 2021; Zhang & Aslan,
2021). But accessibility and ease of use does not necessarily
translate into effective and meaningful use, especially for
learning and instruction. LLM AI, like many other digital
tools, depends on skillful usage and that is where the prac-
tice of prompt engineering comes into play. The follow-
ing sections describe what prompt engineering is, how it
functions in conjunction with LLM AI, and its potential to
enhance learning engagement and outcomes when integrated
with subject matter knowledge and critical thinking skills
(Cain, 2023a; Short & Short, 2023).
Exploring the Role of Prompt Engineering
in LLM AI
Prompt engineering, in the context of LLM AI, is an integral
part of shaping the AI’s responses by designing and refin-
ing the initial input (Bender et al., 2021; Brown et al., 2020;
Sutskever et al., 2014). Defined as natural language-based
sentences or fragments, prompts encompass descriptions,
commands, inquiries, and requests that trigger AI responses
based on patterns learned during model training (OpenAI,
n.d.). The strategic role of prompts in directing the LLM
AI’s output cannot be understated, as precise and well-struc-
tured prompts assist in accurate AI response generation (Lo,
2023; Short & Short, 2023; White et al., 2023).
The essence of prompt engineering lies in its impact on
the relevance and usefulness of LLM AI-produced responses
(Bender et al., 2021; Brown et al., 2020; OpenAI, n.d.; Raf-
fel et al., 2020). While the power of LLM AI is significant,
its effectiveness relies heavily on the quality of the prompts
they receive (Attiah, 2023; Dwivedi et al., 2023; Ekin, 2023;
Zhou et al., 2023). Thus, mastering the process of engineer-
ing effective prompts is crucial in fully utilizing the potential
of these tools.

Table 1  Potential Capabilities and Limitations of Integrating LLM AI in Educational Contexts

Aspect Capabilities Limitations

Ease of use and accessibility
Interactivity (prompt engineering)
Advanced personalization features
Content creation and pedagogical shifts
Easy-to-use, intuitive text-based interfaces acces- Need for a stable internet connection.
sible to users with minimal technical skills (Coy, Accessibility issues for users with disabilities.
2023; Ekin, 2023; Harwell, 2023).
Accessible to a broad audience, potentially trans-
forming educational frameworks (Bates et al.,
2020).
Flexible, customizable interaction through well- Learning curve for crafting effective prompts.
crafted prompts (Jiang et al., 2022).
Complements student-centered pedagogical meth-
ods such as active learning (Cain, 2023a).
Broadens content engagement via technology, mak-
ing it a vital tool for learning (Bowman, 2022).
Enables a range of student-driven applications such Potential biases in generated content.
as study guides and content creation (Cardona Limitations in understanding complex topics.
et al., 2023; Dwivedi et al., 2023; Ji et al., 2022;
Nouhan et al., 2021).
Allows personalized learning paths and immediate
feedback (Kim et al., 2022).
Empowers educators with novel content creation Prohibitive costs (e.g., subscriptions).
capabilities. Schools and districts limiting access and inte-
Induces shifts in learning and instructional gration.
paradigms, potentially enriching educational pro-
cesses (Abdous, 2023; Bates et al., 2020; Cardona
et al., 2023; Fourtané, 2022).

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Mechanisms of Effective Prompt Engineering
Prompt engineering for LLM AI is a deliberate process
that is most effective when there are clear objectives and
parameters for success. The foundational step is defining the
specific response a user seeks from the AI. Once this goal
is defined, it guides the crafting of prompts aimed at elicit-
ing that specific response. Yet, arriving at the ideal prompt
often isn’t straightforward; it frequently requires an itera-
tive approach, as supported by findings from Brown et al.
(2020) and Reynolds and McDonell (2021). Initial prompts
undergo testing, with the resulting AI responses assessed
against the user’s objectives. In cases where the AI’s output
falls short, the prompt is revised and retested, continuing
until the desired outcome is met. This cycle highlights the
essence of prompt engineering: a synergy of understanding
the user’s goals, the LLM AI’s strengths and weaknesses,
and the nuances of language.
LLM AI systems are trained to produce outputs
(responses) that are most likely given their input (prompts),
but they are far from infallible. Depending on the nature of
the prompts they receive, LLM AI may produce responses
that feature made up facts, incorrect dates, and fictional
sources. These incorrect or erroneous responses are referred
to as “hallucinations” in LLM AI contexts (Weise & Metz,
2023) and can be hard to detect for novice users, as well as
users who do not have deep content knowledge or use critical
thinking to evaluate outputs.
Prompt Engineering Essentials: Content Knowledge, Critical
Thinking, and Iterative Design
Three pivotal components underpin effective prompt engi-
neering: comprehensive content knowledge, critical think-
ing, and an iterative design approach.
Content Knowledge A deep understanding of the subject
matter is often essential in guiding an LLM AI’s responses,
ensuring alignment between the user’s objectives and the
LLM AI’s potential outputs. This isn’t merely about grasping
facts but comprehending their implications and contexts. The
depth and breadth of this understanding can significantly
influence the specificity of a prompt and, by extension, the
relevance and accuracy of the AI’s response. Consequently,
prompt crafting encourages not only a nuanced use of lan-
guage but also an innovative engagement with the content,
transforming traditional assessment paradigms. Students, for
instance, can articulate prompts that reflect their grasp of a
subject, showcasing their profound content comprehension.
Critical Thinking This component acts as a bridge between
content knowledge and iterative design. In the world of
prompt engineering, critical thinking isn’t a mere accessory
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but a necessity. It involves evaluating, verifying, and ques-
tioning the AI’s outputs. Detecting hallucinations, biases,
inaccuracies, or unsuitable content in the responses, and pos-
sessing the skills to adjust prompts accordingly, is funda-
mental. Given the known imperfections in LLM AI outputs,
especially in educational settings, critical thinking offers a
shield against potential pitfalls. Discrepancies between AI
outputs and educational objectives can muddle comprehen-
sion, but with critical thinking, such issues can be pinpointed
and rectified. Methods for scrutinizing the AI’s responses—
ranging from bias detection to relevance assessment—play
a pivotal role. Such strategies not only augment the quality
of AI responses but also foster essential cognitive and social
aptitudes.
Iterative Design This process mirrors many principles from
design thinking, where prompt engineering starts with a
vision, undergoes planning, design, testing, and subsequent
refinement. An initial prompt, once created, is the precursor
to an AI-generated response. Upon evaluating this response
for its precision, relevance, and suitability, refinements to the
prompt are made, thus restarting the cycle. The iterative pro-
cess is more than a methodology; it’s the roadmap to attain-
ing optimal LLM AI outputs. Continuous refinement enables
LLM AI to inch closer to the envisaged response. Further-
more, this iterative approach offers learners and educators
a deeper insight into the LLM AI’s operational patterns,
enhancing their efficacy in future LLM AI interactions.
Effective prompt engineering goes beyond a user’s profi-
ciency in natural language. It requires a balanced integration
of clear objectives, content knowledge, critical thinking, and
iterative design. By adeptly combining these elements, users
can obtain precise, pertinent, and valuable responses from
language models, enhancing their interactions and meeting
their goals. Figure 1 visually illustrates the prompt engi-
neering process, emphasizing content knowledge, critical
thinking, and iterative design.
Impact of Prompt Engineering on LLM AI
Performance
The implementation of well-designed prompts influences
the performance of LLM AI. The quality and specificity of
the input prompts significantly determine the coherence and
depth of the LLM AI-generated responses (OpenAI, n.d.).
Thus, the careful crafting of prompts considerably contrib-
utes to the overall effectiveness of the LLM AI system in
fulfilling its intended purpose.
For instance, if an LLM AI, employed to provide expla-
nations of scientific concepts, is given the prompt “Explain
gravity,” it might generate a basic explanation appropriate
for a non-specialist audience. However, if the prompt is
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Fig. 1  Prompt engineering process featuring content knowledge, critical thinking, and iterative design
refined to “Explain Einstein’s theory of general relativity,”
the LLM AI might produce a more in-depth explanation,
suitable for an individual with more advanced knowledge.
These examples demonstrate the directive impact of prompts
on the AI’s output, even when discussing the same subject
matter (gravity).
In addition to influencing content, prompts can also man-
age the level of detail in LLM AI responses. Skillful prompt
engineering can steer the AI to provide either broad over-
views or detailed analyses, responding with either brevity
or elaboration, and focusing on various aspects of the topic.
Grasping this dynamic is essential in effective prompt engi-
neering, allowing the potential of LLM AI to be harnessed
for an emerging array of tasks and applications in education
and beyond (Heaven, 2023; Kovanovic, 2023; Moore et al.,
2022; OpenAI, 2023; Ramer, 2023).
Prompt Engineering as a New Interactive
Programming Paradigm
Effective prompt engineering for LLM AI can be a creative
endeavor but it also involves rhetorical skill, organization,
and precision. Ideally, the goal is to get the LLM AI to gen-
erate meaningful responses and this often requires an under-
standing of language mechanics, the AI model’s strengths
and weaknesses, and the context in which the prompt will
be used (Bender et al., 2021; White et al., 2023). One of
the main challenges is striking the right balance between
specificity and generality; while specific prompts can yield
detailed responses, they may restrict the AI’s ability to give
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a broad overview. Conversely, overly general prompts may
result in vague responses that may not meet the user’s spe-
cific needs or interests (Mollick, 2023; OpenAI, n.d.; Terry,
2023).
When going for meaningful LLM AI responses, effective
prompt engineering often involves a compromise between
complexity and simplicity. Complex prompts may allow for
more nuanced outputs, but they could increase the likelihood
of misunderstanding the user’s intent and make it harder for
the AI to generate a coherent response. Conversely, simple
prompts, though easier for the AI to interpret, might lead to
more generic outputs. Understanding these trade-offs is vital
for designing prompts that effectively guide LLM AI in pro-
ducing desired responses (Brown et al., 2020; OpenAI, n.d.).
Summary of Prompt Engineering in LLM AI
Prompt engineering holds a vital role in LLM AI as it directly
impacts the quality and relevance of the model’s output. The
effectiveness of an LLM AI model is determined by its ability
to produce coherent and contextually appropriate responses.
However, without carefully designed prompts, the outputs
may not be as precise or valuable as they could be. As the
steering mechanism guiding the AI’s responses, prompt engi-
neering is thus a fundamental component of effective AI sys-
tem deployment and operation (OpenAI, n.d.).
Effective prompt engineering plays a critical role in
fully utilizing the capabilities of LLM AI. By refining
prompts, we can control the specificity or generality of the
AI’s responses, tailor its tone or style, or guide it towards
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particular types of information (Ekin, 2023; Harwell,
2023; Lo, 2023). For example, a well-designed prompt
can guide an LLM AI to generate a detailed explanation
of a complex scientific concept, a creative story, or a suc-
cinct summary of a lengthy text. With this level of control
and adaptability, the potential applications of LLM AI are
significantly expanded.
Despite its potential, prompt engineering is not without
its complexities and challenges. Crafting effective prompts
often requires a deep understanding of language, subject
matter, and the capabilities and limitations of the LLM AI.
Moreover, it often involves an iterative process of refining
and testing the prompts based on the AI’s responses. These
complexities and challenges matter because they influence
the effectiveness of LLM AI. For example, if the prompts
are too vague, the AI’s responses might be too broad or off-
topic. If they are too specific, the AI might not generate a
diverse range of responses. Striking the right balance is key
to harnessing the full potential of LLM AI, and this balance
is better achieved through effective prompt engineering.
As we anticipate the role of content knowledge, critical
thinking, and iterative design in leveraging prompt engi-
neering practices for LLM AI in education, it is possible to
reasonably speculate on the transformative impact it could
have on traditional learning experiences and pedagogical
practices. Students and instructors will actively participate
in iterative design processes, shaping and reshaping the very
nature of knowledge exploration and acquisition. Students
will engage in designing, testing, and refining prompts, using
them as simulations, prototyping, and thought experiments
enhanced by LLM AI capabilities that not only immerse
them in their subject matter but also cultivates critical think-
ing, problem-solving, and creativity skills. Crafting effective
prompts will become central to the educative experience,
reinforcing concepts and theories from traditional sources,
while promoting a deeper curiosity and understanding.
Looking ahead, effective prompt engineering with LLM
AI could become an essential skill, hinging on harmonious
alignment of content knowledge, critical thinking, and itera-
tive design with AI capabilities. This development could
lead to a change in basic assumptions in the way we teach
and learn, empowering students and instructors alike to
navigate and leverage AI technology for enriched learning
experiences. The future of education could see a shift from
passive knowledge consumption into an active, immersive
process of co-creation. By harnessing the power of AI, we
would not just be learning about the world, but we would be
actively participating in the process of knowledge creation
and dissemination. This transformative vision of education,
where students and instructors co-create the learning pro-
cess, might well be the next major step in our educational
evolution.
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Examining the nuances of prompt engineering and
understanding its potential impact within the realm of edu-
cation is crucial. As modern education systems rapidly
evolve with technology playing an increasingly significant
role, the exploration of prompt engineering in LLM AI and
its potential applications in education becomes highly rel-
evant and timely. Language, being a unifying and universal
construct, offers a promising starting point from which to
examine these potential implications.
Transforming Education through Natural Language
Capabilities of LLM AI
Language, far from being a simple tool for communica-
tion, profoundly shapes our understanding and perception
of the world (Chomsky et al., 2023). It not only influences
our cognitive abilities such as problem-solving, abstract
thinking, and memory, but also contributes to the forma-
tion of societal constructs and norms. Language’s power to
categorize and label experiences creates shared meanings
that have a direct impact on how we interact with societal
roles, norms, and values.
In education systems, language takes on an even more
crucial role. It serves as the primary medium for content
delivery, facilitating discussions and providing feedback.
Furthermore, it aids in self-directed and online learning
by assisting learners in setting goals, monitoring progress,
and engaging in virtual interactions. With the integration
of LLM AI, these aspects of the learning experience are
significantly enhanced.
LLM AI, equipped with the capability to understand
and generate natural language, could bring dramatic,
transformative changes to educational practices and
assumptions about learning behaviors and strategies.
These changes could extend beyond mere transmission of
information, reshaping how learners perceive, interpret,
and engage with knowledge. The practice of prompt
engineering stands central to this shift, with the choice
of words, phrases, and sentence structures directly
influencing the AI-generated responses, thereby offering
a tailored educational experience.
Given the potential of LLM AI, the implications
are vast, including possibilities for AI-enhanced
collaborative cognitive partnerships (Cain, 2023a), with
unique AI-generated content and AI-mediated tutoring
and assessments. These types of developments could
revolutionize traditional pedagogical strategies, making
education more inclusive, personalized, and effective.
Prompt engineering can play a crucial role in this context,
leveraging language’s subtleties to cater to individual
learners’ needs.
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Prompt Engineering and the Disruption
of Traditional Education Systems
The possibilities of using human-AI cognitive partnerships
like prompt engineering with LLM AI could challenge and
disrupt the limitations of traditional education, potentially
providing uniquely personalized learning experiences that
cater to each learner’s specific needs and preferences.
These traditional limitations often include one-size-
fits-all approaches, limited resources, and high student-
to-teacher ratios. Imagining a future where LLM AI is
expertly guided to align with specific learning objectives,
we could see enhanced engagement, improved comprehen-
sion, and higher retention, making personalized learning
more widely accessible. Table 2 illustrates stakeholder
domains where prompt engineering practices with LLM
AI stand to disrupt traditional educational systems.
Effective prompt engineering could significantly boost
learning outcomes through personalized interactions facil-
itated by meticulously crafted prompts. These prompts
could scaffold the learning process, break down complex
concepts, provide timely feedback, and challenge learners
to think more deeply. They could even be designed to elicit
emotions, stimulate curiosity, or prompt reflection, thereby
further facilitating deeper learning.
Envisioning the evolution of prompt engineering prac-
tices, they could potentially act as a catalyst for transfor-
mation in education by impacting teaching methods, cur-
riculum design, and assessment practices. An envisioned
shift from conventional, didactic teaching methods to more
interactive, student-centered learning experiences could
result in more engaging teaching and the development of
higher-order cognitive skills (Mollick & Mollick, 2022).
Curriculum design could become more flexible and adapt-
able, allowing for personalization at scale, and prompt-
engineered assessments could potentially provide real-time
feedback, facilitate self-assessment, and support continu-
ous learning.
Both students and instructors could play essential roles
in this transformation as prompt engineers. Students, guid-
ing their own learning, could engage as active learners,
creators, and critical thinkers, promoting autonomy, cul-
tivating curiosity, and fostering a deeper, more personal
connection with the learning content. Instructors, on the
other hand, might use prompt engineering to diversify
and personalize their teaching methods. By guiding and
facilitating students in their prompt creation, they could
enhance the learning process and elevate their roles from
mere content deliverers to learning experience designers.
Extending these optimistic projections, prompt engi-
neering could have profound impacts on all education
stakeholders. For students, it might offer personalized
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learning experiences, enabling them to learn at their own
pace and style. For teachers, it could serve as a tool to
enhance instruction and student engagement by guiding
LLM AI to provide individualized support to students.
For administrators and policymakers, prompt engineer-
ing could potentially lead to improved learning outcomes
and increased efficiencies. In this future, the integration of
LLM AI into educational programs could offer personal-
ized, engaging, and effective learning experiences at scale.
Moreover, the data generated through interactions with
LLM AI might provide valuable insights to inform policy
decisions and instructional strategies. Administrators and
policymakers could support prompt engineering by provid-
ing resources for training and implementation, integrating
LLM AI into educational programs, and establishing poli-
cies that promote equitable and ethical use of LLM AI.
Anticipated Future Implications
from Incorporating LLM AI in Education
As we look forward, the incorporation of prompt engineer-
ing in educational frameworks heralds an innovative era that
rejuvenates interest in subject-matter knowledge and bolsters
opportunities for critical thinking. This dynamic interaction
gives a glimpse into the transformative potential of LLM
AI’s practical implementation, particularly in domains such
as education, where the technology’s offerings need to be
channeled strategically to deliver optimal outcomes.
Future advancements in LLM AI technology are antici-
pated to yield even more refined models, characterized by an
enhanced understanding of context and the ability to gener-
ate nuanced responses. These sophisticated LLM AI tools,
paired with effective prompt engineering, could potentially
revolutionize the dynamics of learning experience design.
In this evolving landscape, educators would transition from
being sole knowledge providers to facilitators of LLM AI-
integrated learning experiences. This shift could signifi-
cantly empower students, enhancing their autonomy and
encouraging an active, immersive learning process.
Moreover, the strategic use of prompt engineering could
usher in a new era of equitable education. By enabling per-
sonalized learning on a large scale, this innovative approach
has the potential to bridge educational disparities and pro-
vide individualized support to learners, catering to a wide
spectrum of needs and abilities.
However, unlocking these potential benefits and turn-
ing them into tangible realities requires relentless research,
experimentation, and refinement of our prompt engineering
strategies. As we step into this new frontier, the need for
engagement among all stakeholders - educators, students,
developers, policymakers - becomes more crucial than ever.
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Table 2  Educational stakeholder domains potentially disrupted by LLM AI prompt engineering practices
LLM AI affordances Students
Personalized learning experiences LLM AI allows students to learn at their own pace Prompt engineering guides LLM AI to provide
and style, and enables meaningful interactions
tailored to their specific needs and preferences.
Enhanced learning outcomes Effective prompt engineering can significantly
enhance learning outcomes for students, includ-
ing engagement, comprehension, and retention.
Innovative teaching methods and Prompt engineering transforms students’ role,
curriculum design making them active learners, creators, and criti-
cal thinkers.
Role transformation Students are able to guide their own learning,
fostering autonomy and deeper connection with
the learning content.
Data-driven insights Students can learn to craft their own prompts, a
powerful exercise in metacognition, producing
valuable data.
Teachers
individualized support to students, supplement
classroom instruction, and facilitate interactive
learning activities.
Prompt engineering is a tool that enhances
instruction and student engagement, leading to
improved learning outcomes.
It allows teachers to diversify and personalize
their teaching methods, enabling them to create
diverse, flexible, and individualized learning
resources.
Teachers are elevated from mere content deliverers
to learning experience designers, making educa-
tion a more creative and fulfilling profession.
Teachers are able to use the data produced by
LLM AI for real-time feedback and continuous
improvement in instruction.
54
Administrators and policymakers
The integration of LLM AI into educational
programs can offer personalized, engaging, and
effective learning experiences at scale.
Administrators and policymakers can witness
improved learning outcomes and increased effi-
ciencies due to the use of prompt engineering.
The data generated from interactions with LLM AI
can inform policy decisions, instructional strate-
gies, and lead to innovative curriculum design.
Administrators and policymakers can support the
transformation by providing resources for training
and implementation, integrating LLM AI into
educational programs, and establishing policies
promoting equitable and ethical use.
Administrators and policymakers can use the data
generated through prompt-engineered interactions
to inform decisions and drive continuous improve-
ment in educational programs.
TechTrends (2024) 68:47–57
TechTrends (2024) 68:47–57
Ongoing dialogue around the ethical application of LLM AI
in education, the necessity of human oversight, and the strat-
egies to ensure this powerful technology serves all learners
equitably, is integral to the responsible and effective use of
LLM AI in our learning institutions.
Furthermore, incorporating content knowledge, critical
thinking, and iterative design as vital components in this
evolving process is expected to redefine the role of students
and instructors alike. With an active part in shaping their
learning experiences, students can foster critical thinking,
problem-solving, and creativity skills. Meanwhile, instruc-
tors would offer guidance and feedback, deepening their
understanding of the LLM AI and ensuring the alignment
of prompts with learning objectives.
Taking a systems perspective, education could transform
from a realm of passive knowledge consumption into an
active, immersive process of co-creation, marking a sig-
nificant step in our educational evolution. Embracing these
shifts, we are embarking on a journey that could reshape
our understanding and approach towards education. Through
LLM AI’s power, we are not just recipients of knowledge,
but active participants in the process of knowledge crea-
tion and dissemination. As we navigate this transformative
phase, our ability to leverage LLM AI for enriched learning
experiences will become an integral part of our educational
framework.
Conclusion
As stated at the beginning, this paper’s aim was to explore
the unique properties of prompt engineering to access the
powerful transformative potential capabilities of Large
Language Models (LLM AI) in educational contexts. This
encompassed an in-depth examination of the role of prompt
engineering in LLM AI, the characteristics of effective
prompts, and several essential components such as content
knowledge, critical thinking, and iterative design.
The paper also discussed the influence of language on
cognitive processes and societal constructs and traced the
potential trajectory of prompt engineering practices in rela-
tion to LLM AI use as a potent instrument poised to reshape
the educational landscape. The transformative role of prompt
engineering in sculpting more effective and engaging learn-
ing experiences was highlighted, demonstrating its potential
to revolutionize education by creating personalized, engag-
ing, and equitable learning environments.
In this exploration, the traditional roles of different edu-
cational stakeholders was underscored, emphasizing how
emerging LLM AI practices like prompt engineering can
shift students and educators from passive recipients of
knowledge to active co-creators of their learning and instruc-
tional experiences. Additionally, the paper emphasized
55
the integral role of critical thinking skills in the success-
ful deployment of LLM AI tools, suggesting that informa-
tion literacy, media literacy, and digital citizenship skills
are foundational to navigate the complex digital ecosystem
effectively and responsibly.
Looking forward, the domain of prompt engineering as
a central facet of LLM AI capabilities in education neces-
sitates dedicated research and practice. This involves con-
ducting empirical studies to validate the benefits of prompt
engineering across diverse learning contexts, innovating
methodologies to uncover new best practices, and addressing
potential biases, inaccuracies, and ethical concerns associ-
ated with the use of LLM AI in education. Practitioners,
including educators, AI developers, and policymakers, are
encouraged to investigate, integrate, and evaluate emerging
principles and best practices for prompt engineering into
the learning process, with a focus on enhancing learner
experiences and outcomes. The need for a culture of criti-
cal evaluation and continuous learning via LLM AI is also
underscored, with the goal of transitioning learners from
mere consumers to active shapers of AI-enhanced educa-
tional experiences.
In harnessing the full potential of LLM AI via effec-
tive prompt engineering skills, practices, and techniques,
the paper emphasizes the pivotal role of all stakeholders.
Moving forward, the collective goal should be to explore
the myriad uses of LLM AI for students and instructors in
a manner that fosters inclusivity, encourages experimenta-
tion, and places both firmly at the heart of emerging learning
processes, thus fostering a pedagogical evolution towards a
more engaging and equitable educational future.
Declarations
Research Involving Human Participants and/or Animals This research
did not involve either human participants and/or animals.
Informed Consent This research did not contain any studies involving
animal or human participants. No requirement for consent to publish
was required.
Conflict of Interest I declare I have no potential conflicts of interest in
relation to the publication of the manuscript.
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