This paper argues that prompt engineering should be established as a foundational 21st-century literacy in K-12 education, with students learning to critically and creatively interact with AI tools through structured curriculum design and comprehensive assessment frameworks.
Objective: The main goal of this study was to propose a comprehensive framework for integrating prompt engineering (PE) as a foundational literacy in K-12 education, moving beyond viewing it as merely a technical skill to conceptualizing it as a complex literacy involving critical thinking, iterative refinement, creative problem-solving, and ethical awareness.
Methods: This is a theoretical framework paper that synthesizes existing literature and educational frameworks to develop curriculum and assessment models. The author employed a systematic approach grounded in Backward Design principles, integrated with Project-Based Learning (PBL) and Computational Thinking (CT) methodologies. The framework was developed by analyzing existing educational standards (ISTE, UNESCO), reviewing literature on AI in education, and proposing grade-specific learning progressions from elementary through high school levels. The paper also presents a multi-dimensional assessment framework incorporating both formative and summative strategies with detailed rubrics.
Key Findings:
- Prompt engineering transcends technical skill and embodies critical thinking, iterative refinement, creative problem-solving, and ethical awareness as core competencies
- A scaffolded K-12 curriculum can effectively integrate PE across all grade levels, from basic AI awareness in elementary grades to advanced ethical analysis in high school
- Cross-curricular integration is essential, with PE applications spanning English Language Arts, Social Studies, Science, Mathematics, and the Arts
- Assessment must be multi-dimensional, evaluating prompt design, iterative refinement, critical evaluation of AI output, ethical awareness, and creative application
- Significant ethical challenges exist, including algorithmic bias, data privacy concerns, academic integrity issues, and the need to maintain student agency
- Teacher professional development is critical, requiring competencies in AI fundamentals, PE skills, pedagogical content knowledge, and ethical guidance
Implications: This framework contributes significantly to AI education by providing a structured approach to preparing students for an AI-driven future. Rather than viewing AI as a threat to education, the paper positions prompt engineering as an essential literacy that enhances critical thinking and creativity. The framework addresses the current gap where AI adoption in schools is often ad-hoc and unstructured. By establishing clear learning progressions and assessment criteria, educators can systematically develop students' ability to critically evaluate AI outputs, understand AI limitations, and use AI tools ethically and effectively. The emphasis on cross-curricular integration ensures that PE literacy develops contextually rather than in isolation.
Limitations: The paper is primarily theoretical and lacks empirical validation of the proposed frameworks. There is no implementation data or student outcome evidence to support the effectiveness of the curriculum design. The framework relies heavily on existing literature and educational standards without testing its practical application in real classroom settings. The rapid evolution of AI technology may quickly outdate specific technical recommendations. Additionally, the paper doesn't address implementation challenges such as resource requirements, teacher resistance, or varying levels of technological infrastructure across schools.
Future Directions: The author recommends several key research directions: longitudinal studies to assess the long-term impact of PE literacy on student learning outcomes and career readiness; development and validation of standardized yet flexible PE assessment tools; comparative studies evaluating different PE pedagogical models; research on equitable implementation strategies; and continuous investigation into how K-12 curricula can adapt as AI technologies evolve. The frameworks must be designed for adaptability and continuous improvement based on ongoing research findings and technological developments.
Title and Authors: "Prompt Engineering as a 21st-Century Literacy: A K-12 Curriculum Design and Assessment Framework" by Emily Song.
Published On: Received April 19, 2025; Accepted May 10, 2025; Published June 30, 2025.
Published By: Artificial Intelligence Education Studies, published by Creative Publishing Co., Limited.
The paper provides a comprehensive theoretical foundation for prompt engineering education but requires empirical testing and validation through actual classroom implementation studies. While the framework is well-structured and addresses important ethical considerations, its practical effectiveness remains to be demonstrated through research with actual students and teachers.