Developing AI Prompt Literacy for Cambodian University Students
Abstract
The chapter examines developing frameworks for fostering AI prompt literacy of Cambodian university students because of the rapid digitization of university education. It argues that prompt literacy is an interdisciplinary competence that transcends individual disciplines because of the cognitive, linguistic, cultural, and ethical aspects involved. The chapter explains a shift to pedagogy-focused teaching for students to move from basic prompting to advanced prompting and integrates ELT, and classroom and ethical guidelines and policies relevant to the Cambodian context. The proposed model focuses on the learners' and autonomous and responsible AI use, critical evaluation to promote the need to change the context prompting skills that balance the ethical use. The chapter presents an implementation framework to articulate efforts to transform the higher education system in Cambodia to be resilient, equitable, and future-focused. The AI-literate universities envisioned in the conclusion harmonize technological advancement with ethical and culturally relevant use of technology.
