ПРОМПТ-ГРАМОТНІСТЬ ЯК КЛЮЧОВА УМОВА ЕФЕКТИВНОЇ  ТРИСУБ’ЄКТНОЇ ВЗАЄМОДІЇ В ЦИФРОВІЙ ОСВІТІ

Liubov Petukhova; Yevheniia Morozova; Anastasiia Volianiuk

doi:10.14308/ite000810

Authors

Liubov Petukhova
Yevheniia Morozova
Anastasiia Volianiuk

DOI:

https://doi.org/10.14308/ite000810

Keywords:

prompt literacy, three-subject didactics, artificial intelligence in education, digital competence, generative AI, AI integration in learning

Abstract

The article is devoted to the study of the phenomenon of prompt literacy as an important factor in the development of three-subject didactics in higher education in the context of digital transformation. Artificial intelligence is considered not only as a tool for automating the educational process but also as an active partner in the interaction between the teacher, the student, and the digital educational environment. The paper analyzes the key components of prompt literacy, in particular, the ability to formulate semantically precise and structured queries for generative AI models, critical evaluation of the results obtained, and the integration of AI recommendations into pedagogical practice. The article substantiates the criteria and indicators of prompt literacy effectiveness in the educational process, which allows for a systematic assessment of the level of corresponding competencies in higher education students. It is proposed to consider cognitive, motivational, activity-based, and personal aspects of interaction with artificial intelligence as interconnected components of a holistic prompt literacy model. The results of the study were approved within the School of Professional Development of Kherson State University during the lecture-workshop "AI for Optimizing the Teacher's Daily Work: From Lesson Planning to Assessment and Feedback," which confirmed the practical significance of the proposed formula for an effective prompt and examples of its application in educational activities. The testing proved that the use of structured prompts improves the quality of pedagogical interaction, contributes to the optimization of the teacher's professional activity, and develops the independence and critical thinking of students. The article also outlines potential risks and challenges of integrating artificial intelligence into higher education, including ethical aspects, data security, and issues of educational process autonomy. Practical recommendations are aimed at developing curricula and methodological strategies that ensure the effective use of artificial intelligence as an educational partner and contribute to the formation of sustainable digital competencies in higher education students.

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