Prompt Engineering as a 21st-Century Literacy: A K-12 Curriculum Design and Assessment Framework

Abstract

The rapid proliferation of generative Artificial Intelligence (AI) necessitates a fundamental shift in educational paradigms, positioning prompt engineering (PE) as a crucial 21st-century literacy for K-12 students. This paper argues that PE transcends mere technical skill, embodying a complex interplay of critical thinking, iterative refinement, creative problem-solving, and ethical awareness. It proposes a comprehensive K-12 curriculum framework for PE, grounded in Backward Design principles and leveraging Project-Based Learning (PBL) and Computational Thinking (CT) for authentic skill development across elementary, middle, and high school levels. Furthermore, a multi-dimensional assessment framework is presented, incorporating formative and summative strategies, along with detailed rubrics, to evaluate the multifaceted nature of PE literacy. The paper also addresses the significant ethical considerations inherent in PE education, including algorithmic bias, data privacy, and student agency, and outlines essential competencies and professional development models for empowering educators. By fostering PE literacy, K-12 education can equip students to critically and creatively engage with AI, preparing them for a future where human-AI collaboration is ubiquitous.