To promote AI literacy, allow students to use AI as a tool to assist with learning activities, such as generating ideas, analysing data, organising information, etc. This approach not only familiarises students with AI as a resource but, when combined with analysis and reflection activities, can promote AI literacy by prompting students to critically assess AI's effectiveness and reliability as a learning aid. Moreover, you may reap the benefits of AI for personalised learning and feedback.

Important point: In most cases, it is advisable to provide students with a well-structured and tested prompt that will lead to the GenAI behaviour that is desirable for the particular learning activity.

The following resources may help you implement this strategy:

This paper from the Wharton School of the University of Pennsylvania discusses seven approaches for students to utilise AI as a learning assistant. It includes student instructions and ready-to-use prompts: Mollick, Ethan R. and Mollick, Lilach (2023), Assigning AI: Seven Approaches for Students, with Prompts.
Research-based AI tool to foster reflection: Rather than answering questions, this tool asks thought-provoking questions to learners. You may use it in your classroom to augment learners’ reflection. The theory underpinning the design of Riffbot.ai is presented in the paper: Cavagnaro, L. (2023). Reflecting with AI: A Tool to Develop Human Intelligence.

Example of ChatGPT as a 'business coach'

This article from the MIT Management School discussed the use of ChatGPT in the classroom for personalised learning. The teacher prompted ChatGPT in such a way that it would act as a business coach for students using a particular framework of interest for the course. The teacher’s interaction with ChatGPT is included in the article, so you can see how he gradually refined his prompt to obtain the desired output.