- University students increasingly misuse generative AI (GenAI) to cheat on their academic assignments. Instructors need to develop pedagogic strategies which encourage active, authentic learning rather than just the superficial completion of tasks. A constructivist pedagogic concept which utilizes prompt engineering patterns to purposely integrate GenAI into an undergraduate course on databases is described. Students learn to develop structured queries to GenAI, based on prompt engineering patterns. This approach teaches inquiry-based exploration of complex topics in database design and development through iterative interaction with GenAI, which thus serves as an individually personalized tutor. Students learn to use GenAI as a cognitive tool, rather than just copying the answers provided. This approach makes use of scaffolding to empower students to master complex database principles.
