As AI becomes more prevalent in K-12 classrooms, this article considers reframing the conversation from fearing shortcuts to intentionally using AI as a tool for mastery. Explore how prompt engineering within project-based learning elevates the 4Cs positioning students as critical thinkers and learning “architects” who use AI to deepen analysis, reflection, and skill development.
With Artificial Intelligence (AI) rapidly being adopted into everyday tasks in K-12 systems, many educators fear the technology may encourage students to use it only for answer-seeking, rather than developing the mastery of critical thinking skills essential to learning. While this is a valid concern, I challenge K-12 systems to consider a different perspective: Rather than worrying about AI being a "shortcut," let's consider it as a bridge to mastery. What if AI was intentionally used to support the mastery of critical thinking skills? This means leveraging AI in tasks that foster the 4C’s—creativity, critical thinking, communication, and collaboration—which will encourage students to engage with AI rather than just be passive recipients of its output. I believe project-based learning (PBL) is the perfect vehicle for this pivot, as it allows educators to leverage projects to position students as "prompt engineers" and "architects" who use AI for lower-order tasks and critically evaluate AI-generated content for its validity and accuracy.
So, what does it mean to be a prompt engineer? Prompt engineering is the iterative practice of "crafting questions, queries, or instructions that are used to guide [AI] outputs" (Royce, Bennet, 2025). Essentially, it's the process by which AI receives human guidance and feedback to specifically tailor and design its output. How can this be used effectively in PBL? Traditionally, PBL tasks require students to conduct extensive research and initial drafting on chosen topics, a process that can sometimes take weeks and be quite time-consuming when teachers need to assess for mastery. However, by embracing prompt engineering, students can streamline initial research and use the technology to draft, evaluate, and revise project components in a fraction of the time. This efficiency allows students to use AI to generate and evaluate multiple project drafts, enabling them to focus on determining the validity and accuracy of the content rather than just generating it. Ultimately, by having AI manage these repetitive, lower-order tasks, educators can create the time and space necessary for students to focus intently on critical evaluation, iterative refinement, and skill mastery.
Another significant benefit of prompt engineering with AI is the ability to use it to structure learning strategically. This means teachers can design prompts that enable students to use deep critical thinking and analysis skills. Take the GRASP model (Goal, Role, Audience, Situation, and Product), for example. Students can prompt AI to help them articulate the GRASP elements of a PBL task they are working on. This approach not only explicitly teaches students how to use GRASP, but it enforces a deep metacognition of the skill that aids in mastery. Students learn best when they are explicitly taught skills and concepts and then given time to reflect and apply that skill—and AI, when used effectively, does just that. This partnership between the educator and the technology works to deliver high-quality instruction to students.
Lastly, prompt engineering with AI fosters critical evaluation and metacognition skills. A key aspect of PBL tasks is asking students to articulate and defend their choices. While this process already exhibits high-quality learning, integrating AI helps deepen this engagement. Students can use AI to evaluate or counter-argue their own proposed solutions, or they can decide when or if AI should be used in certain real-life scenarios within the project. These kinds of self-reflection tasks place students squarely in the "architect" role of their learning. Ultimately, this approach cultivates self-reliance, positioning children to be the enablers and drivers of their own learning journey.
When integrated appropriately, AI elevates project-based learning and encourages students to engage with high-order thinking. It streamlines and accelerates the research and design stages, which allows time for more robust evaluation and reflection. Essentially, AI creates access to this rigor, giving all students more opportunities for mastery. Differentiation for English Language Learners and students with IEPs is now made easier, meaning PBL is no longer reserved for only Tier 1 students; teachers can effectively scaffold complex PBL learning for their entire class in a fraction of the time. I challenge you now to move past restrictive policies and limiting learning ideals. Let’s embrace AI to design rigorous, high-quality PBL tasks that empower our students to be “architects” of their own learning, and prepare them for an AI-driven world.
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About the Author:
Mannu is an experienced educational professional with a demonstrated history in both instructional and leadership roles. She is a former intermediate teacher, interventionist, and instructional coach. Her areas of strength include project management, instructional coaching, educational technology, and school-wide instructional planning. Mannu is also an ASCD Emerging Leader, Class of 2019.
