PEDAGOGICAL PROMPTS: NEW TEACHING COMPETENCIES IN THE AGE OF ARTIFICIAL INTELLIGENCE
DOI:
https://doi.org/10.63330/aurumpub.062-065Keywords:
Artificial Intelligence, Basic education, Digital competencies, Pedagogical prompts, Teacher educationAbstract
The expansion of generative Artificial Intelligence in educational contexts has brought significant transformations to pedagogical practices and to the ways knowledge is produced, mediated, and disseminated. In this scenario, prompts emerge not merely as technical commands for interacting with intelligent systems, but as new practices of language, authorship, and pedagogical mediation, requiring teachers to develop competencies that have received limited attention in both initial and continuing teacher education programs. This study aims to discuss the new teaching competencies related to the pedagogical use of Artificial Intelligence, with particular emphasis on prompt engineering as a strategy for instructional planning, learning personalization, the production of educational materials, and the development of more meaningful learning experiences. Methodologically, this is a bibliographic and documentary study grounded in authors who investigate digital technologies, teacher education, multiliteracies, and Artificial Intelligence in education. The findings indicate that the critical and ethical integration of AI requires the development of technical, pedagogical, critical, ethical, and creative competencies, reinforcing the need to update teacher education processes. It is concluded that pedagogical prompts are likely to become an emerging professional competency, repositioning teachers as mediators, curators, and designers of learning experiences within digital culture.
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