Abstract:

The article explores the practical significance of digitalization of higher education in Ukraine by introducing AI tools into the educational process. The authors substantiate the need to create a flexible educational environment that is a basic condition for the formation of digital literacy of a modern specialist in various fields. Particular attention is paid to the concept of prompt engineering as a didactic tool that is a mediator between the pedagogical goal and the algorithmic implementation of the tasks set.

The article analyzes domestic and foreign experience in integrating tools based on artificial intelligence into the educational process of a higher education institution and their impact on the accuracy of the results generated by large language models. The article contains an empirical basis for a study in which higher education students from leading higher education institutions participated. The survey results indicate high activity of higher education students in using AI tools. It was established that in order to obtain a relevant result, it is necessary to correctly formulate the query (promt).

It is emphasized that the effectiveness of working with tools based on artificial intelligence directly depends on the level of expertise of the user in terms of query design skills (promts). The need to develop methodological recommendations for the academic environment of a higher education institution is emphasized, which will regulate the technologically correct and ethical use of the capabilities of artificial intelligence. Further scientific research is related to the automation of the verification of academic works and the active implementation of innovative methods of industrial engineering in a higher education institution.

Keywords: artificial intelligence, formulation of promts, academic environment.

References:

1. Androshchuk, A. H., & Maliuha, O. S. (2024). Vykorystannia shtuchnoho intelektu u vyshchii osviti: stan i tendentsii. [Use of artificial intelligence in higher education: State and trends].

2. Denny, P., Kumar, V., & Giacaman, N. (2023). Using prompt problems to teach learners how to effectively utilize artificial intelligence. [Using Prompt Problems to Teach Learners How to Effectively Utilize Artificial Intelligence].

3. Pro vyshchu osvitu. [On higher education]. 

4. Kuzminska, O. H. (2021). Zasoby pidtrymky zhyttievoho tsyklu naukovoho doslidzhennia: tsyfrovizatsiia naukovoi komunikatsii ta rekomendatsii mahistram. [Research lifecycle support tools: Digitalization of scientific communication and recommendations for masters].

5. Maksymiak, T. H. (2023). Vykorystannia shtuchnoho intelektu v osviti: dylema spivbuttia liudyny ta mashyny. [Use of artificial intelligence in education: The dilemma of human and machine coexistence].

6. Ministry of Education and Science of Ukraine. (n.d.). Kontseptsiia tsyfrovoi transformatsii osvity i nauky (proiekt dlia hromadskoho obhovorennia). [Concept of digital transformation of education and science (draft for public discussion)].

7. Sadovyi, M. I., & Tryfonova, O. M. (2025). Metodyka vidpovidalnoho vykorystannia shtuchnoho intelektu v zakladakh osvity. [Methodology of responsible use of artificial intelligence in educational institutions].

8. Wei, J., Wang, X., Schuurmans, D., Bosma, M., Ichter, B., Xia, F., Chi, E., Le, Q. V., & Zhou, D. (2022). Chain-of-thought prompting elicits reasoning in large language models. [Chain-of-Thought Prompting Elicits Reasoning in Large Language Models].

9. Skvortsova, S., Symonenko, T., Britskan, T., Onopriienko, O., & Romanyshyn, R. (2024). Artificial intelligence in the professional activity of a university lecturer in Ukraine: Realities and prospects. [Artificial Intelligence in the Professional Activity of a University Lecturer in Ukraine: Realities and Prospects].

10. Yarova, S., Zabolotna, I., Henzytska, O., & Zabolotnyi, A. (2024). Detection use of Artificial Intelligence (AI) in educational activities. [Detection Use of Artificial Intelligence (AI) in Educational Activities].