<!-- TITLE: Prompting.School: A Design-Based Research Approach to Teaching AI Literacy Through Guided Prompt Engineering Practice -->
<!-- DESCRIPTION: Conference paper at ICL 2025: how prompting.schule came about — and what design-based research shows about teaching AI literacy. -->
<!-- LANG: en -->
<!-- URL: https://flaait.tugraz.at/en/publications/2026/bruenner-2026-prompting-school/ -->
<!-- URL_DE: https://flaait.tugraz.at/publikationen/2026/bruenner-2026-prompting-school/ -->
<!-- URL_EN: https://flaait.tugraz.at/en/publications/2026/bruenner-2026-prompting-school/ -->
<!-- TYPE: publication -->
<!-- YEAR: 2026 -->
<!-- PUBLICATION_TYPE: conference -->
<!-- VENUE: Innovation via Collaborative Learning in Engineering Education. ICL 2025. Lecture Notes in Networks and Systems, Vol. 1848 -->
<!-- PUBLISHER: Springer -->
<!-- AUTHORS: Brünner, Jahic, Ebner -->
<!-- PUBLICATION_LANGUAGE: en -->
<!-- DOI: 10.1007/978-3-032-20381-6_62 -->
<!-- PILLARS: ai, future -->
<!-- PARTNERS: tugraz_hcc -->
<!-- SERVICES: prompting-schule -->

# Prompting.School: A Design-Based Research Approach to Teaching AI Literacy Through Guided Prompt Engineering Practice

*Conference paper at ICL 2025: how prompting.schule came about — and what design-based research shows about teaching AI literacy.*

*Brünner, B., Jahic, I., & Ebner, M. (2026). Prompting.School: A Design-Based Research Approach to Teaching AI Literacy Through Guided Prompt Engineering Practice. In M. E. Auer, P. Toth (Eds.), Innovation via Collaborative Learning in Engineering Education. ICL 2025. Lecture Notes in Networks and Systems, Vol. 1848. Springer. https://doi.org/10.1007/978-3-032-20381-6_62*

**Key facts**

- **Type of publication:** Conference paper
- **Authors:** Brünner, B., Jahic, I., & Ebner, M.
- **Year:** 2026
- **Published in:** Innovation via Collaborative Learning in Engineering Education. ICL 2025. Lecture Notes in Networks and Systems, Vol. 1848
- **Publisher:** Springer
- **DOI:** [10.1007/978-3-032-20381-6_62](https://doi.org/10.1007/978-3-032-20381-6_62)

AI literacy cannot be acquired by listening. The paper describes how prompting.schule was developed over several design cycles and why guided prompting exercises achieve more than a list of rules.

The methodological frame is design-based research: the learning platform is not designed once and evaluated afterwards but developed in cycles of design, use and revision. What learners actually do — and where they get stuck — therefore feeds into the next version.

The substantive core is guided practice. Rather than explaining prompting rules, the platform sets concrete tasks, has learners send their own prompts to a language model, and makes the difference between an imprecise and a considered formulation visible in the learner’s own result. The paper situates this approach within the debate on AI literacy — and introduces the platform it produced: [prompting.schule](https://flaait.tugraz.at/en/services/prompting-schule/).

## Related services

- [prompting.schule](https://flaait.tugraz.at/en/services/prompting-schule/)

## Participating partners

- [Institute of Human-Centred Computing](https://flaait.tugraz.at/en/partners/hcc/)