Brief Prompt-Engineering Clinic Substantially Improves AI Literacy and Reduces Technology Anxiety in First-Year Teacher-Education Students: A Pre–Post Pilot Study

Davila-Moran R.C.; Sanchez Soto J.M.; Lopez Gomez H.E.; Silva Infantes M.; Arias Lizares A.; Huanca Rojas L.M.; Cama Flores S.J. · Education Sciences (2025) · DOI: 10.3390/educsci15081010

Resumen

Generative AI tools such as ChatGPT are reshaping educational practice, yet first-year teacher-education students often lack the prompt-engineering skills and confidence required to use them responsibly. This pilot study examined whether a concise three-session clinic on prompt engineering could simultaneously boost AI literacy and reduce technology anxiety in prospective teachers. Forty-five freshmen in a Peruvian teacher-education program completed validated Spanish versions of a 12-item AI-literacy scale and a 12-item technology-anxiety scale one week before and after the intervention; normality-checked pre–post differences were analysed with paired-samples t-tests, Cohen’s d, and Pearson correlations. AI literacy rose by 0.70 ± 0.46 points (t (44) = −6.10, p < 0.001, d = 0.91), while technology anxiety fell by 0.58 ± 0.52 points (t (44) = −3.82, p = 0.001, d = 0.56); individual gains were inversely correlated (r = −0.46, p = 0.002). These findings suggest that integrating micro-level prompt-engineering clinics in the first semester can help future teachers engage critically and comfortably with generative AI and guide curriculum designers in updating teacher-training programs.

Instituciones: Universidad Nacional del Altiplano; Universidad Continental; Universidad Peruana Los Andes; Universidad Nacional José María Arguedas; Universidad Nacional Intercultural de la Selva Central Juan Santos Atahualpa