Given the pervasive influence of generative artificial intelligence (GenAI) platforms, educators are increasingly confronted with novel challenges, particularly in the context of Globally Networked Learning (GNL) and navigating its concomitant cultural perspectives. Consequently, a salient question confronting international higher education is how to optimally support students and scholars in this rapidly evolving and frequently unpredictable landscape. In the context of global networks, learning entails a comprehensive consideration of the diverse participants' cultural, social, historical, and material dimensions. Concurrently, students and educators from diverse global locations are engaged in collaborative learning and knowledge creation for sustainability. A research initiative has been established to explore the connections between local and global entities, collaboration, creation, and the critical examination of novel domains of understanding. This project aimed to cultivate GenAI-driven environments for teaching, training, and assessing teacher candidates across multiple countries. In pursuit of this objective, a large language model (LLM) bot was utilized to interact with students alongside various other methodologies proposed within the framework of this project. This paper offers hermeneutical acquired insights into creating effective educational prompts, emphasizing critical milestones for establishing and maintaining the theoretical framework, enhancing usability, and promoting creativity and critical thinking. Based on this research, a model for the process of prompt engineering has been developed. It indicates that conceptualizing prompt engineering is not solely as a technical challenge, but rather an educational process that fosters intersubjective understanding within the learning group. The results present new opportunities for collaboration and learning from outside their institution into the formerly familiar learning environment of students and scholars.