The Prompt as Pedagogy: Activating Bloom’s and Advancing Depth of Knowledge Through AI Prompting

This conceptual paper positions AI prompt engineering as a pedagogical strategy that activates Bloom’s Taxonomy and advances Depth of Knowledge (DOK) in educational settings. Drawing on cognitive science, instructional design theory, and technology integration, it demonstrates how intentional prompting can deepen student learning, support equitable instruction, and empower teachers to lead AI integration. Through aligned examples and practical applications, the paper offers a framework for using AI as a tool for cognitive rigor and teacher agency.