Skills Training & Development
Prompting the future of teaching
New research at the University of Pretoria( UP) is exploring how“ prompt literacy” can help future teachers use artificial intelligence responsibly, creatively and effectively in the classroom.
using AI to help create children’ s stories and digital learning materials, engaging with chatbots to deepen understanding of course content, and reflecting on how humans and AI can collaborate effectively.”
At the heart of the research is prompt literacy: the ability to give AI clear, purposeful instructions and evaluate its responses critically. This skill keeps teachers in control of learning by ensuring that AI supports educational goals rather than replaces them.
“ For teachers, this skill is essential,” says Dr Willemse.“ It helps ensure that AI-generated material is age-appropriate, culturally relevant and aligned with learning goals.”
Prompting also strengthens communication, logical thinking and problem-solving while preparing students for a future workforce in which guiding and evaluating AI systems will be increasingly important.
When generative artificial intelligence( GenAI) entered higher education, many educators first asked how they could protect assessment integrity. But researchers in UP’ s Department of Early Childhood Education are asking a more future-focused question: how can AI become a meaningful teaching partner rather than something to fear or prohibit?
A multi-phase study led by Drs Joyce West and Kayla Willemse is developing a model to train future teachers to work thoughtfully with AI. Instead of simply showing students how to use AI tools, the project focuses on designing a pedagogy that helps early childhood education teachers integrate AI into learning in ethical, purposeful and human-centred ways.
“ The project explores how student teachers interact with AI in real classroom-style activities,” says Dr West.“ These include
Prompt literacy also supports ethical AI use by encouraging users to check for bias, inaccuracies and inappropriate content. By documenting prompts and revision steps, students can make their thinking visible and maintain academic integrity. Used well, AI can support creativity, simulations, role-play, personalised feedback and deeper learning.
The study also considers copyright and intellectual property questions linked to AI-generated educational content. Informed by UNESCO guidance, the project emphasises that AI should remain human-centred, ethical and transparent.
By preparing future educators to use AI responsibly, the research could help shape classrooms where technology supports enquiry, imagination and critical thinking.
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