A Systematic Review of Prompt Engineering for Responsible Use of GenAI in K-12 Schools

Abstract

The unethical use of generative artificial intelligence (GenAI) models by students has raised growing concerns about academic dishonesty in K–12 education. In response, various policy measures and pedagogical strategies have been proposed, including the use of prompt engineering to support responsible engagement with GenAI tools. This study was conducted to assess the effectiveness of prompt engineering techniques in K-12 schools in ensuring the responsible use of GenAI models and tools.  A systematic review approach, adapted through the PRISMA model, was employed to review several studies from 2018 to 2025 from four databases: ERIC, Taylor and Francis, JSTOR, and Google Scholar. Using the full article screening technique to identify 21 studies, it was found that prompt engineering should be embedded into the K-12 curriculum because it enhances students’ inquiry skills, critical thinking skills, cognitive development, and technology adaptation. Prompt engineering improves teachers’ productivity and confidence in facilitating prompt teaching in the classroom.  It improves teachers’ pedagogical practice, including enhance instructional design and more effective integration of GenAI into teaching and assessment. Additionally, the study found that the TCREI, CLEAR and CCI frameworks for prompt engineering provides a robust and practical tool for K-12 teachers to adapt to facilitate the teaching of effective prompt engineering in K-12 education. However, the study observed that inadequate training and resources for prompt engineering are the main constraints to the effective implementation of prompt engineering in K-12 schools. The study therefore recommended that prompt engineering should be embedded within the existing curricular rather than introduced as a standalone subject. K-12 school should prioritise with all urgency prompt engineering professional development for teachers to improve teachers prompt proficiency.