Generative AI Technologies in Higher Education: Exploring the Application and Impact of AI and Prompt Literacy in Academic Practices
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 30 March 2026 | Viewed by 199
Special Issue Editors
Interests: authentic assessment; cooperative learning; economics education; technology-integrated teaching and learning; artificial intelligence; prompt literacy
Special Issue Information
Dear Colleagues,
We are pleased to invite you to contribute to a forthcoming Special Issue titled: Generative AI Technologies in Higher Education: Exploring the Application and Impact of AI and Prompt Literacy in Academic Practices.
The integration of generative AI technologies—such as large language models, image generators, and multimodal systems—has dramatically reshaped the landscape of higher education. These tools are not only transforming how knowledge is produced and disseminated but also redefining the roles of educators and learners. As AI becomes increasingly embedded in academic workflows, it introduces new possibilities for personalised learning, curriculum innovation, and scholarly productivity.
Central to this transformation is the emerging concept of prompt literacy—the ability to craft effective prompts that guide AI systems toward meaningful, accurate, and contextually relevant outputs. Prompt literacy is quickly becoming a foundational academic skill, intersecting with digital literacy, critical thinking, and ethical engagement. It empowers educators and students to interact with AI tools in ways that enhance learning, creativity, and research integrity.
Given the rapid adoption of generative AI in higher education, there is an urgent need to explore its pedagogical, ethical, and institutional implications. This Special Issue responds to that need by foregrounding prompt literacy as a key area of inquiry and academic practice.
This Special Issue aims to achieve the following:
- Investigate the application and impact of generative AI technologies in higher education.
- Highlight the role of prompt literacy in shaping effective and responsible AI use in academic contexts.
- Provide a platform for interdisciplinary dialogue among researchers and policymakers.
- Address ethical, pedagogical, and policy-related challenges, including academic integrity, data privacy, and equitable access.
The scope includes empirical studies, theoretical frameworks, case studies, and practical models that inform the integration of generative AI and prompt literacy into teaching, learning, and institutional strategies.
Suggested Themes
- Conceptualising and defining prompt literacy in academic contexts;
- Pedagogical strategies for teaching prompt literacy;
- Generative AI in curriculum design and assessment;
- Ethical considerations and academic integrity in AI-mediated learning;
- Faculty development and institutional readiness for AI integration;
- Student agency and digital literacy in AI-rich environments;
- Case studies of generative AI use in classrooms or research;
- Multilingual and inclusive learning through generative AI;
- Policy frameworks for responsible AI adoption in higher education;
- The evolving role of educators in AI-enhanced academic ecosystems.
Open Call for Papers: 15 September–30 December 2025
Final Submission Date: 31 January 2026
Publication of Special Issue: 30 March 2026
Dr. Micheal Moos Van Wyk
Dr. BO Plaatjies
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- generative AI
- higher education
- prompt literacy
- large language models
- AI-assisted learning
- educational technology
- digital literacy
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