Prompt-augmented inquiry cycle: a methodological proposal  for the integration of artificial intelligence

Richar Jacobo Posso Pacheco

doi:10.56200/mentor.v5i13.11557

Authors

Richar Jacobo Posso Pacheco Director of MENTOR: Journal of Educational and Sports Research. Quito-Ecuador

DOI:

https://doi.org/10.56200/mentor.v5i13.11557

Keywords:

Artificial intelligence, pedagogical methodology, inquiry, self-regulated learning

Abstract

The integration of generative artificial intelligence in education has reshaped teaching, assessment, and learning practices across educational levels, prompting growing interest in understanding its role as a pedagogical mediator. The objective of this study was to propose a human-centred teaching methodology that articulates technological innovation with established learning theories and ethical principles. The study employed a qualitative documentary review of academic literature indexed in Scopus and ERIC, which was analytically examined to identify theoretical contributions related to artificial intelligence, prompt use, formative feedback, and self-regulated learning in education. The results indicate that artificial intelligence in education is commonly applied in a fragmented manner, focusing on personalization, feedback, or prompt use without methodological integration. In response to this gap, the Prompt-Augmented Inquiry Cycle was developed as a pedagogical framework that organizes inquiry, guided prompt use, formative feedback, and reflection into a coherent learning sequence. This study contributes to the field of educational technology by highlighting the need for integrated pedagogical frameworks for the use of artificial intelligence.

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Author Biography

Richar Jacobo Posso Pacheco, Director of MENTOR: Journal of Educational and Sports Research. Quito-Ecuador

PhD Education Director of MENTOR: Journal of Educational and Sports Research. Quito-Ecuador

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