Prompt Literacy in Higher Education: Theory, Practice, and Policy in the Age of AI

The rapid integration of Artificial Intelligence (AI) into higher education has initiated a significant shift in pedagogical practices, transforming how teaching, learning, and assessment are conceptualized and implemented. AI-driven tools are no longer peripheral to educational processes; rather, they have become central to instructional design, student engagement, and assessment strategies. Within this evolving digital landscape, prompt literacy has emerged as a critical competency for educators, students, and policymakers. This skill not only determines the effectiveness of AI-mediated interactions but also influences the quality and integrity of educational outcomes in technology-enhanced learning environments. Prompt Literacy in Higher Education: Theory, Practice, and Policy in the Age of AI offers actionable insights that enable higher education institutions to adapt proactively to the demands of an increasingly AI-driven academic landscape. In doing so, it contributes to the development of informed, ethically grounded, and future-ready educational practices. Covering topics such as economics education, faculty development, and student experiences, this book is an excellent academic resource for graduate and doctoral students, instructional designers, curriculum developers, educational administrators, policymakers, and more.

Bernadictus Plaatjies has been an Associate Professor in the Department of Curriculum Studies, College of Education, University of South Africa, since 1 December 2023. He is a qualified professional teacher with more than 23 years of experience in the classroom and as Head of Department. Prof. Plaatjies is interested in literacy instruction and approaches this topic from two angles at the school level: teaching and learning in instruction and Instructional leadership practices. At the University level, his research focuses on academic writing practices. He has published several manuscripts in this field and has read scientific papers at educational conferences on the topic. Currently, he is working on academic writing in higher education settings, focusing on the challenges and opportunities related to this vital issue, including the application of AI tools to improve academic writing practices. He is also investigating online student-teacher educational practices and addressing academic integrity issues in the context of the challenges posed by AI in open-distance e-learning environments. His research interests span digital technologies, especially in the context of ODeL learning environments. He has supervised several BEdHons, Master's, and Doctoral students to the completion of their studies and is currently supervising 9 Master’s and 5 Doctoral students at Unisa.

Micheal M. van Wyk is a distinguished scholar in economics education and a National Research Foundation- rated researcher in flipped instructional design at the University of South Africa (UNISA). With over 33 years of experience as a professional educator, he holds multiple academic qualifications, including a PhD in Curriculum Studies, a Master’s and Honours in Curriculum and Leadership, a BA in Economics, and several diplomas and certificates in education and financial management. He is internationally recognised for his pioneering work in digital pedagogy, artificial intelligence in education, and flipped learning environments. He has published 156 peer- reviewed articles in high- impact journals (Scopus and Web of Science- Social Index), supervised over 33 PhD studies, 37 Master's Degree studies and several Bachelor's Honours postgraduate students, and delivered 19 keynote addresses globally. His scholarly contributions have earned him prestigious accolades such as the Chancellor Award for Excellence in Research (UNISA, 2013 & 2023), the International Award for Excellence in Research (University of Chicago, 2020), and the Medal of Honour in Education by the Education Association of South Africa (2023) for his outstanding contribution to teacher education. He is the author of two internationally acclaimed and IGI Global Publisher, Scopus- indexed books: Technology for Learning (2024) and AI Smart- Enabled Architecture and Infrastructure for Higher Education (2025), recognised by the USA Forbes Technology Council for their impact and quality. He also serves as Associate Editor for Heliyon: Education and Editor- in- Chief of the African Journal of Pedagogy and Curriculum. His research interests span digital technologies, AI, machine learning, game- based learning, e- Portfolios, authentic assessment, and economics education. Micheal continues to shape the future of education through innovative scholarship and global collaboration.