为非洲教育者提供负责任的AI提示工程培训，提升其伦理与教学应用能力。
Prompt Engineering for Responsible Generative AI Use in African Education: A Report from a Three-Day Training Series
- 通过分层训练帮助教师掌握提示设计与伦理策略。
- 468名参与者普遍将提示工程视为需要伦理意识的AI素养。
- 适合教育工作者及政策制定者参考，推动本地化AI教育发展。
生成式人工智能（GenAI）工具在教育中日益普及，但许多教育者缺乏在资源有限环境下负责任、情境敏感的提示工程指导。本案例报告记录了由非洲生成式人工智能教育与研究计划（GenAI-ERA）组织的为期三天的在线专业发展项目，旨在提升教育工作者与研究人员在学术写作、教学和研究中以伦理方式使用提示工程的能力。项目覆盖468名来自多个非洲国家的大学教师、研究生和研究人员。培训内容从基础提示设计逐步进阶至应用与伦理策略，包括角色引导交互。数据来源包括注册调查、网络研讨会互动记录、导师观察与会话记录，采用描述性统计与计算支持的定性分析方法。结果显示，参与者逐渐将提示工程理解为一种需要伦理意识、情境敏感性和教学判断力的AI素养，而不仅是技术技能。报告指出持续的专业发展与将提示素养融入课程是支持非洲教育体系中负责任使用生成式AI的关键。
原文摘要 · Abstract (English)
Generative artificial intelligence (GenAI) tools are increasingly adopted in education, yet many educators lack structured guidance on responsible and context sensitive prompt engineering, particularly in African and other resource constrained settings. This case report documents a three day online professional development programme organised by Generative AI for Education and Research in Africa (GenAI-ERA), designed to strengthen educators and researchers capacity to apply prompt engineering ethically for academic writing, teaching, and research. The programme engaged 468 participants across multiple African countries, including university educators, postgraduate students, and researchers. The training followed a scaffolded progression from foundational prompt design to applied and ethical strategies, including persona guided interactions. Data sources comprised registration surveys, webinar interaction records, facilitator observations, and session transcripts, analysed using descriptive statistics and computationally supported qualitative techniques. Findings indicate that participants increasingly conceptualised prompt engineering as a form of AI literacy requiring ethical awareness, contextual sensitivity, and pedagogical judgement rather than technical skill alone. The case highlights persistent challenges related to access, locally relevant training materials, and institutional support. The report recommends sustained professional development and the integration of prompt literacy into curricula to support responsible GenAI use in African education systems.
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