Harnessing AI in secondary education in Chinese Hong Kong: the role of prompt engineering

Abstract As AI technologies increasingly permeate educational environments globally, understanding how to craft and utilize AI prompts effectively has become crucial for educators. This paper examines the intersection of AI implementation and pedagogical practices in Hong Kong, China secondary schools, particularly exploring how prompt engineering mediates technological capabilities and educational objectives. This study identifies effective practices and challenges in implementing AI-enhanced instruction through a systematic review of existing literature and mixed-methods research. The findings reveal that educators’ proficiency in prompt engineering significantly influences their ability to leverage AI tools for personalized learning experiences and the development of higher-order thinking. Analysis of classroom implementations reveals that well-constructed prompts significantly enhance student engagement and facilitate more precise alignment between AI capabilities and curriculum requirements.