Educating on Artificial Intelligence.

The tool of the prompt between teaching practices and generative technologies

Abstract

Placing itself in the overlapping zone between pedagogy and artificial intelligence, the contribution explores the possible connections and convergences between ‘didactic’ prompts and prompts addressed to generative technologies, considered from the dual point of view of the teacher and the student. In this sense, the practice of prompt engineering can become a tool to stimulate critical thinking, creativity and problem solving, enhancing students' inclusion and engagement, and adapting learning content to their individual characteristics.