Utilization of AI-Driven Smart Prompts in Academic Research in Higher Education Institutions
Keywords:
smart prompts; preservice teachers; academic writing; TPACK; AI in EducationAbstract
This study investigates how preservice science teachers utilize AI-driven smart prompts to support academic research writing within a digitally mediated learning environment. It explored not only the AI tools used but also the specific aspects of prompt use, including their structure and their functions. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, the research employs a qualitative descriptive design to investigate the interactive processes and pedagogical implications of integrating AI. Data were gathered from 65 preservice science teachers (BSED Science) through AI interaction logs, guided reflections, interviews, and research output assessments. Results highlight that AI tools, most notably ChatGPT, Perplexity AI, and Gemini, were extensively used for content generation, methodological guidance, data interpretation, and refining academic language. The study identified diverse prompting strategies (e.g., contextual, iterative, role-based) and mapped seven contextual factors influencing AI use. While AI served as a cognitive and metacognitive scaffold, concerns emerged regarding over-reliance, academic integrity, and the need for critical oversight. Findings underscore the importance of embedding AI literacy and smart prompt engineering into preservice teacher education to promote responsible, student-centered engagement with emerging technologies. The study contributes to the discourse on how AI-mediated learning can transform instructional design and assessment in science education.
https://doi.org/10.26803/ijlter.24.9.19
References
Algerafi, M. A., Zhou, Y., Alfadda, H., & Wijaya, T. T. (2023). Understanding the factors
a. Influencing higher education students' intention to adopt artificial intelligence-based robots. IEEE Access, 11, 99752-99764. https://doi.org/10.1109/ACCESS.2023.3314499
Alkaissi, H., & McFarlane, S. I. (2023). Artificial hallucinations in ChatGPT: Implications in scientific writing. Cureus, 15(2). https://doi.org/10.7759/cureus.35179
Anderson, J. E., Nguyen, C. A., & Moreira, G. (2025). Generative AI-driven Personalization of the Community of Inquiry model: Enhancing individualized learning experiences in digital classrooms. The International Journal of Information and Learning Technology. https://doi.org/10.1108/IJILT-10-2024-0240
Bailey, J. D., Baker, J. C., Rzeszutek, M. J., & Lanovaz, M. J. (2021). Machine learning for supplementing behavioral assessment. Perspectives on Behavior Science, 44(4), 605-619. https://doi.org/10.3389/frai.2021.637532
Barrett, A., & Pack, A. (2023). Not quite eye to AI: Student and teacher perspectives on the use of generative artificial intelligence in the writing process. International Journal of Educational Technology in Higher Education, 20(1), 59. https://doi.org/10.1186/s41239-023-00427-0
Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be (com) ing a knowing researcher. International Journal of Transgender Health, 24(1), 1-6.
https://doi.org/10.1080/26895269.2022.2129597
Bhimdiwala, A., Neri, R. C., & Gomez, L. M. (2022). Advancing the design and Implementation of artificial intelligence in education through continuous improvement. International Journal of Artificial Intelligence in Education, 1-27. https://doi.org/10.1007/s40593-021-00278-8
Birenbaum, M. (2023). The chatbots’ challenge to education: disruption or destruction? Education Sciences, 13(7), 711. https://doi.org/10.3390/educsci13070711 Burg Steiner, H., Kandlhofer, M., & Steinbauer, G. (2016, March). Irobot: Teaching the Basics of artificial intelligence in high schools. In Proceedings of the AAAI Conference on Artificial Intelligence, 30 (1). https://doi.org/10.1609/aaai.v30i1.9864
Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138, 107468. https://doi.org/10.1016/j.chb.2022.107468
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), 38. https://doi.org/10.48550/arXiv.2305.00280
Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-8
Chen, S., Qiu, S., Li, H., Zhang, J., Wu, X., Zeng, W., & Huang, F. (2023). An integrated model for predicting pupils' acceptance of artificially intelligent robots as teachers. Education and Information Technologies, https://doi.org/10.1007/s10639-023-11601-2
Chiu, T. K., Moorhouse, B. L., Chai, C. S., & Ismailov, M. (2024). Teacher support and student motivation to learn with Artificial Intelligence (AI) based
Chatbot. Interactive Learning Environments, 32(7), 3240-3256 https://doi.org/10.1080/10494820.2023.2172044
Choung, H., David, P., & Ross, A. (2023). Trust in AI and its role in the acceptance of AI Technologies. International Journal of Human–Computer Interaction, 39(9), 1727- 1739. https://doi.org/10.1080/10447318.2022.2050543
Colorafi, K. J., & Evans, B. (2016). Qualitative descriptive methods in health science Research. Health Environments Research & Design Journal, 9(4), 16–25. https://doi.org/10.1177/1937586715614171
Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444–452. https://doi.org/10.1007/s10956-023-10039-y
Cope, B., Kalantzis, M., & Searsmith, D. (2021). Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies. Educational Philosophy and Theory, 53(12), 1229-1245. https://doi.org/10.1080/00131857.2020.1728732
Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in education and teaching international, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
‘Crompton, H., & Burke, D. (2023). Artificial intelligence in higher Education: The state of The field. International Journal of Educational Technology in Higher Education, 20. https://doi.org/10.1186/s41239-023-00392-8
Crompton, H., Burke, D., Jordan, K., & Wilson, S. (2021). Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review. Journal of Research on Technology in Education, 54(3), 473–489. https://doi.org/10.1080/15391523.2021.1899877
Crompton, H., Jones, M. V., & Burke, D. (2024). Affordances and challenges of artificial intelligence in K-12 Education: A systematic review. Journal of Research on Technology in Education, 56(3), 248-268. https://doi.org/10.1080/15391523.2022.2121344
Ding, A. C. E., Shi, L., Yang, H., & Choi, I. (2024). Enhancing teacher AI literacy and integration through different types of cases in teacher professional development Computers and Education Open, 6, 100178. https://doi.org/10.1016/j.caeo.2024.100178
Cotiangco, E. N., Huraño, N. J., Sodoso, E. R., Sumagang, M. G., Jumao-as, J. J., Canoy, J., ... & Sanchez, J. M. (2024). Android-based audio-visual comics enhance conceptual understanding and motivation of chemistry concepts. Orbital: The Electronic Journal of Chemistry, 125-135. http://dx.doi.org/10.17807/orbital.v16i2.19953
Essien, A., Bukoye, O. T., O’Dea, X., & Kremantzis, M. (2024). The influence of AI text generators on critical thinking skills in UK business schools. Studies in Higher Education, 49(5), 865-882. https://doi.org/10.1080/03075079.2024.2316881
Fui-Hoon Nah, F., Zheng, R., Cai, J., Siau, K., & Chen, L. (2023). Generative AI and ChatGPT: Applications, challenges, and AI-human collaboration. Journal of information technology case and application research, 25(3), 277-304. https://doi.org/10.1080/15228053.2023.2233814
Fullan, M., Azorín, C., Harris, A., & Jones, M. (2024). Artificial intelligence and school leadership: challenges, opportunities, and implications. School Leadership & Management, 44(4), 339-346. https://doi.org/10.1080/13632434.2023.2246856
Farazouli, A., Cerratto-Pargman, T., Bolander-Laksov, K., & McGrath, C. (2024). Hello GPT! Goodbye, home examination? An exploratory study of AI chatbots’ impact on university teachers’ assessment practices. Assessment & Evaluation in Higher Education, 49(3), 363-375. https://doi.org/10.1080/02602938.2023.2241676
Heeg, D. M., & Avraamidou, L. (2023). The use of Artificial Intelligence in school science: a systematic literature review. Educational Media International, 60(2), 125-150. https://doi.org/10.1080/09523987.2023.2264990
Hodgson, D., Goldingay, S., Boddy, J., Nipperess, S., & Watts, L. (2022). Problematising artificial intelligence in social work education: Challenges, issues, and Possibilities. British Journal of Social Work, 52, 1878–1895. https://doi.org/10.1093/bjsw/bcab168
Holmes, W., M. Bialik, & C. Fadel. (2019). Artificial intelligence in Education: Promises and implications for teaching and learning. Boston: The Center for Curriculum Redesign. ISBN-13: 978-1-794-29370-0, ISBN-10: 1-794-29370-0
Huang, X., & Qiao, C. (2024). Enhancing computational thinking skills through artificial Intelligence education at a STEAM high school. Science & Education, 33(2), 383-403. https://doi.org/10.1007/s11191-022-00392-6
Hwang, G. J., & Chien, S. Y. (2022). Definition, roles, and potential research issues of the metaverse in Education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 3, 100082. https://doi.org/10.1016/j.caeai.2022.100082
Johnson, V., Kwon, K., & Kim, K. (2025, March). Empowering educators: Addressing teacher needs through professional development in artificial intelligence education. In Society for Information Technology & Teacher Education International Conference (pp. 2781-2791). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/225872/
Kandlhofer, M., Steinbauer, G., Hirschmugl-Gaisch, S., & Huber, P. (2016). Artificial intelligence and computer science in Education: From kindergarten to university. In 2016, the IEEE Frontiers in Education Conference (FIE) (pp. 1–9). IEEE.
Kong, S. C., Cheung, W. M. Y., & Zhang, G. (2022). Evaluating artificial intelligence literacy courses for fostering conceptual learning, literacy, and empowerment in university students: Refocusing on conceptual building. Computers in Human Behavior Reports, 7, 100223. https://doi.org/10.1016/j.chbr.2022.100223
Koumi, J. (2013). Pedagogic design guidelines for multimedia materials: A call for collaboration between practitioners and researchers. Journal of Visual Literacy, 32(2), 85–114. https://doi.org/10.1080/23796529.2013.11674711
Kumar, R. (2023). Faculty members’ use of artificial intelligence to grade student papers: a case of implications. International Journal for Educational Integrity. https://doi.org/10.1007/s40979-023-00130-7
Li, Q., Bailey, E., Wadadekar, R., & Levi, M. (2025, March). AI as a bridge? Preservice teacher perceptions on AI and social learning. In Society for InformationTechnology & Teacher Education International Conference (pp. 783-789). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/225598/
Long, D., & Magerko, B. (2020, April). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI conference on human factors in computing systems (pp. 1–16).
Luckin, R., Holmes, W., GGriffiths,M. , Forcier, L. B. ((2016). Intelligence unleashed: An argument for AI in Education. https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence- Unleashed-Publication.pdf
Ma, S., & Lei, L. (2024). The factors influencing teacher education students’ willingness to adopt artificial intelligence technology for information-based teaching. Asia Pacific Journal of Education, 44(1), 94-111. https://doi.org/10.1080/02188791.2024.2305155
Nemorin, S., Vlachidis, A., Ayerakwa, H. M., & Andriotis, P. (2023). AI hyped? A Horizon scan of discourse on artificial intelligence in Education (AIED) and development. Learning, Media and Technology, 48(1), 38-51. https://doi.org/10.1080/17439884.2022.2095568
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 1–11. https://doi. org/10.1016/j.caeai.2021.100041
Ng, D. T. K., Su, J., Leung, J. K. L., & Chu, S. K. W. (2024). Artificial intelligence (AI)Literacy education in secondary schools: A review. Interactive Learning Environments, 32(10),6204-6224. https://doi.org/10.1080/10494820.2023.2255228
Ng, D. T. K., Leung, J. K. L., Su, M. J., Yim, I. H. Y., Qiao, M. S., & Chu, S. K. W. (2023). AI literacy in K-16 classrooms. Springer International Publishing AG. https://link.springer.com/book/10.1007/978-3-031-18880-0
Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021). Attitudes towards the use of educational robotics: Exploring preservice and in-service early childhood teacher profiles. Education Sciences, 11(5), 204. https://doi.org/10.3390/educsci11050204
Pellas, N. (2025). The impact of AI-generated instructional videos on problem-based learning in science teacher education. Education Sciences, 15(1), 102. https://doi.org/10.3390/educsci15010102
Petko, D., Mishra, P., & Koehler, M. J. (2025). TPACK in context: an updated Model. Computers and Education Open, 100244. https://doi.org/10.1016/j.caeo.2025.100244
Picardal, M. (2025). Shaping Future Science Education: Post-Pandemic Perspectives ofPreservice Science Teachers in Central Visayas, Philippines. Journal of Technology and Science Education, 15(1), 129-141. https://doi.org/10.3926/jotse.3136
Picardal, M. T., & Sanchez, J. M. P. (2022). Preservice teachers' reflection on their undergraduate educational research experience through online instructional delivery. International Journal of Learning, Teaching and Educational Research, 21(10), 161-177. https://doi.org/10.26803/ijlter.21.10.8
Popenici, S. A. D., & Kerr, S. ((2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 1–13. https://doi.org/10.1186/s41039-017-0062-8
Pradana, M., Elisa, H. P., & Syarifuddin, S. (2023). Discussing ChatGPT in Education: A Literature review and bibliometric analysis. Cogent Education, 10(2), 2243134. https://doi.org/10.1080/2331186X.2023.2243134
Punya Mishra, Melissa Warr & Rezwana Islam (2023). TPACK in the age of ChatGPT and Generative AI. Journal of Digital Learning in Teacher Education, 39(4), 235-251, https://doi.org/10.1080/21532974.2023.2247480
Ren, X., & Wu, M. L. (2025). Examining teaching competencies and challenges while integrating artificial intelligence in higher education. TechTrends, 1-20. https://doi.org/10.1007/s11528-025-01055-3
Robinson, S. C. (2020). Trust, transparency, and openness: How inclusion of cultural values shapes Nordic national public policy strategies for artificial intelligence (AI). Technology in Society, 63, 101421.
Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334-340. https://doi.org/10.1002/1098- 240X(200008)23:4%3C334::AID-NUR9%3E3.0.CO;2-G
Steinbauer, G., Kandlhofer, M., Chklovski, T., Heintz, F., & Koenig, S. (2021). A Differentiated discussion about AI education K-12 (pp. 1–7). KI-Ku?nstliche Intelligenz
Spivakovsky, O. V., Omelchuk, S. A., Kobets, V. V., Valko, N. V., & Malchykova, D. S. (2023). Institutional policies on artificial intelligence in university learning, teaching, and research. Information Technologies and Learning Tools, 97(5), 181. https://doi.org/10.33407/itlt.v97i5.5395
Talavera-Mendoza, F., Cayani Caceres, K. S., Urdanivia Alarcon, D. A., Gutiérrez Miranda, S. A., & Rucano Paucar, F. H. (2024). The teacher's performance level guides students in inquiry-based scientific learning. Education Sciences, 14(8), 805.
Wang, Y. Y., & Wang, Y. S. (2022). Development and validation of an artificial Intelligence Anxiety Scale: An initial application in predicting motivated learning behavior. Interactive Learning Environments, 30(4), 619-634. https://doi.org/10.1080/10494820.2019.1674887
Wang, W., & Siau, K. (2019). Artificial intelligence, machine learning, automation, Robotics, future of work, and future of humanity – a review and research agenda. Journal of Database Management, 30(1), 61–79. https://doi.org/10.4018/JDM.2019010104
Wang, D., & Huang, X. (2025). Transforming education through artificial intelligence and Immersive technologies: enhancing learning experiences. Interactive Learning Environments, 1-20. https://doi.org/10.1080/10494820.2025.2465451
Wang, J., & Fan, W. (2025). The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: insights from a meta-analysis. Humanities and Social Sciences Communications, 12(1), 1-21. https://doi.org/10.1057/s41599-025-04787-y
Yang, Q., Lian, L., & Zhao, J. (2023). Developing a gamified artificial intelligenceAn Educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students. International Journal of Educational Technology in Higher Education, 20. https://doi.org/10.1186/s41239-023-00391-9
Yilmaz, F. G. K., Yilmaz, R., & Ceylan, M. (2024). Generative artificial intelligence Acceptance scale: A validity and reliability study. International Journal of Human–Computer Interaction, 40(24), 8703-8715. https://doi.org/10.1080/10447318.2023.2288730
Yang, Y., Luo, J., Yang, M., Yang, R., & Chen, J. (2024). From surface to deep learning Approaches with Generative AI in higher education: an analytical framework of student agency. Studies in Higher Education, 49(5), 817-830. https://doi.org/10.1080/03075079.2024.2327003
Zawacki-Richter, O., V. I. Marín, M. Bond, and F. Gouverneur. 2019. “Systematic review of research on artificial intelligence applications in higher education–where are the educators?” International Journal of Educational Technology in Higher Education16 (1): 1–27. https://doi.org/10.1186/s41239-019-0171-0.
Zhang, J. (2021). Reform and innovation of artificial intelligence technology for information service in university physical education. Journal of Intelligent & Fuzzy Systems, 40(2), 3325-3335. https://doi.org/10.3233/JIFS-189372
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Marchee Tabotabo Picardal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
