Empowering Educators: The Role of Prompt Engineering for Generative AI in Enhancing Master Trainer Delivery within South Sudan Accelerated Secondary Education Program (ASEP)
Keywords:
Master Trainers, Accelerated Secondary Education Program, Lesson Planning, Pedagogy, Andragogy, Educational Innovation, Educational Technology, Prompt Engineering, Generative AI, Large Language Model (LLM), and Gemini 2.5 Flash.Abstract
The rapidly evolving landscape of Artificial Intelligence presents unprecedented opportunities for educational innovation, particularly in challenging contexts where traditional resource limitations persist. This paper explores the potential of Prompt Engineering for Generative AI (GenAI), specifically utilizing Gemini 2.5 Flash, to significantly enhance the pedagogical delivery of Master Trainers within South Sudan, Accelerated Secondary Education Program (ASEP). We address the core research question: Can prompt engineering effectively enhance the delivery and impact of ASEP Master trainers in South Sudan? The study employs a quantitative-methods approach. Initially, a pre-test KAP survey will be administered to a sample of ASEP Master Trainers during an upcoming WTI induction, assessing their baseline Knowledge, Attitudes, and Practices (KAP) towards Artificial Intelligence, with a specific focus on Large Language Models (LLMs) used in GenAI applications. Subsequently, a controlled intervention will be conducted where participants will receive targeted training on Prompt Engineering techniques. Their performance in AI Knowledge acquisition, attitudinal change and lesson plan development will be comparatively evaluated against post-assessment KAP survey to gauge shifts in attitudes and confidence levels regarding AI integration in their professional practice. This paper aims to demonstrate innovative approaches to informal education delivery, particularly in empowering educators to leverage cutting-edge technology for enhanced pedagogical effectiveness and inform AI-driven prompt generation protocols for Master Trainers for ASEP in South Sudan. Insights from this study will also serve as a foundational pillar for broader professional practice discussions within the education sector and inform avenues for extended inquiry within the author’s doctoral research.
