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No es magia, es prompting: el diseño de prompts como competencia emergente en la formación docente. Un estudio desde el modelo CRETA+R
(Editorial Universidad de Sevilla, 2026-01-01)
García-Beltrán, Eva
The emergence of generative artificial intelligence in education poses unprecedented challenges and opportunities for initial teacher education. In this context, prompt design is becoming a key competence that integrates pedagogical, linguistic, digital, and ethical knowledge. This study analyzes the performance of 481 students from the Master's Degree in Secondary Education Teaching in a task focused on creating educational prompts, guided by the instructional model CRETA+R (Context, Role, Examples, Task, Adjust, Refine). A mixed-methods approach was applied, combining quantitative analysis (descriptive statistics, Spearman correlations, and data visualizations) with a qualitative review of representative examples. The prompts were evaluated using an analytical rubric applied by instructors, and the data were processed with JASP software version 0.19.3. The results indicate stronger performance in structural components such as “Context” and “Task,” while more metacognitive aspects like “Adjust” and “Refine” proved more challenging. Although no statistically significant differences were found across specializations, visual and qualitative analyses revealed discipline-specific patterns. The CRETA+R model is validated as an effective scaffold to support the progressive development of this emerging competence in teacher education.

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