Train teachers in prompt engineering, evaluating AI-generated responses, ethical and privacy considerations, and integrating AI outputs into pedagogical decision-making¶

Strategy · All strategies
Evidence · no claims cited

Description¶

For policymakers incorporating AI tools such as ChatGPT into the English language curriculum, the article states it "is essential to provide teachers with training and professional development on effectively utilizing AI tools in the classroom". Training "should focus on prompt engineering skills, strategies for evaluating AI-generated responses, understanding ethical and privacy considerations, and integrating AI outputs into pedagogical decision-making". Instructors also need practical skills in guiding learners' ethical use of ChatGPT and designing AI-supported learning tasks that balance cognitive, emotional, and relational aspects of language learning.

Design Implications¶

Context¶

Requirements¶

• Institutional commitment to teacher professional development on AI tool use

Constraints¶

• The recommendation arises from a single-institution qualitative study whose transferability is limited to settings with similar learner characteristics and pedagogical practices

Target Learners¶

• teachers and instructors of English in higher education

Target Learning Goals¶

• effective classroom integration of AI tools; guiding learners' ethical use of ChatGPT; designing AI-supported learning tasks

Related Strategies¶

• Use ChatGPT as a supplementary tool for grammar, writing, and conversational practice so teachers can focus on higher-order thinking skills, while integrating human interaction to offset emotional detachment
• Scaffolded AI integration with teacher training and reflective tasks to reduce over-reliance
• Embed AI training for pre-service science teachers within science pedagogy and inquiry-based teaching rather than general tool operation
• Preparing preservice teachers to implement AI-powered personalized learning in special education through professional development in technical and pedagogical expertise
• Design AI literacy tools with transparency in development and establish district policies for vetting AI tools
• Systemic, human-centred approach treating digital data use as a school-and-teacher system, with AI integrated into professional development
• Implement educational chatbots with human-centred design, explicit AI policies, training, curated knowledge bases and continuous monitoring
• Collaborative Human-AI Revision Design embedding prompt engineering across drafting, feedback, and rewriting phases
• Introduce prompt-engineering training before students use Gen AI for structured self-study techniques
• Train teachers to use generative AI as a scaffold for mathematical thinking rather than as a source of answers
• Calibrate GenAI feedback through calibrated prompts and pedagogical (re-)framing
• Integrate LLM-based CRP support tools within professional development to encourage teacher reflection beyond template-based outputs
• Use GenAI as a reflective prompt in learning design, not as a shortcut for efficiency
• Train teachers in effective AI chatbot interaction strategies before AI-assisted learning design
• Incorporate AI literacy into educational-leadership preparation curricula
• Five design principles for responsible implementation of AI-generated course readings
• Instructors integrating generative AI into writing-intensive courses should have students critically understand, access, prompt, vet and integrate AI-produced content
• Provide explicit instruction in AI prompting and information verification alongside AI integration in laboratory courses
• Privacy-conscious, teacher-mediated GenAI implementation: anonymized feedback, pre-programmed prompts, and accessible original comments
• Automated assessment outputs must retain human monitoring and never serve as official grades or sole decision bases
• Implement preventative measures: student awareness programs and regular professional development training for educators
• Introduce computational thinking to preservice teachers within teacher education programs
• Integrate structured opportunities for critical engagement with AI into teacher education programs
• Provide teacher guidance on GenAI use, prompt engineering, ethics, and targeted classroom activities for translation

Examples¶

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Key Sources¶

• Annamalai N, Nasor M, Din Eak A and Ayoub Alkubaisy AA (2026) Students’ experiences of using ChatGPT for English language learning: a qualitative study in a Malaysian higher education institution. Front. Psychol. 17:1875727. https://doi.org/10.3389/fpsyg.2026.1875727