ERIC Number: ED671816
Record Type: Non-Journal
Publication Date: 2025
Pages: 698
Abstractor: As Provided
ISBN: 979-8-3693-7332-3
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Prompt Engineering and Generative AI Applications for Teaching and Learning
Areej ElSayary, Editor
IGI Global
By creating specific prompts, educators can harness the power of AI models to generate tailored content, provide instant feedback, and simulate real-world scenarios for deeper learning engagement. Whether it's creating personalized lesson plans, generating creative writing prompts, or assisting with problem-solving exercises, generative AI creates an interactive approach to education. As AI evolves, its potential to support both educators and students in more efficient, adaptive, and inclusive ways may transform the future of learning. "Prompt Engineering and Generative AI Applications for Teaching and Learning" explores generative AI's impact on education, navigating the complexities of its integration into teaching and learning strategies. It examines the complex dynamics between AI technology and educational methodologies, offering new perspectives on personalized education, the art of prompt engineering skills, and the role of generative AI in research. This book covers topics such as ethics and law, higher education, and personalized learning, and is a useful resource for academicians, researchers, computer engineers, and data scientists.
Descriptors: Prompting, Engineering, Artificial Intelligence, Technology Uses in Education, Technology Integration, Teaching Methods, Learning Strategies, Ethics, Laws, Higher Education, Individualized Instruction, Microcredentials, Educational Technology, Teacher Education Programs, Educational Research, Teacher Role, Academic Achievement, Business Education
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Publication Type: Books; Collected Works - General
Education Level: Higher Education; Postsecondary Education
Audience: Researchers; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A