Abstract:

The rapid diffusion of generative artificial intelligence tools in education has created an urgent need for students to develop critical AI literacy skills. Beyond basic digital competence, learners must understand how AI systems generate responses, how the prompts used shape outputs, and how to critically evaluate the reliability of AI-generated information. Despite the growing presence of generative AI in educational contexts, empirical studies examining structured classroom interventions that cultivate such competencies remain limited.

This study investigates the impact of a short instructional intervention designed to introduce students to the principles of prompting and the critical evaluation of AI-generated responses. The intervention engaged learners in a series of structured activities where they formulated prompts, analyzed AI outputs, and discussed issues related to reliability, bias, and responsible use of artificial intelligence. The design emphasized active exploration, reflection, and collaborative discussion in order to promote deeper understanding of AI systems and their limitations.

The intervention was initially implemented with upper secondary school students and subsequently adapted for a small group of undergraduate chemical engineering students. Data were collected through questionnaires using Likert-scale items examining students’ perceptions of AI use, confidence in interacting with AI systems, and their ability to critically evaluate AI-generated information.

Preliminary findings indicate that students across both educational levels reported increased awareness of how prompts influence AI responses and demonstrated improved ability to question the accuracy and credibility of generated content. The results suggest that structured prompting activities can serve as an effective pedagogical approach for fostering critical AI literacy and supporting responsible engagement with generative AI tools in educational environments.

The study contributes to the emerging field of AI literacy in education by providing empirical evidence on how classroom-based instructional design can support students in developing critical and reflective interactions with generative AI technologies.

Keywords:

AI literacy, Generative AI in education, Prompting skills, Digital literacy, Classroom intervention.