Educational Paradigm Shifts in the Integration of Questioning and Prompting

This paper, in dealing with Questioning and Prompting (Q&P) paradigms in education, has the purpose of substantiating a new evolution scheme which is based on three core concepts that determine their shifts. First, Q&P has been determined by the educational components of conceptualizing, activating, applying and the proposed experiential. These are grounded in established learning and teaching theoretical frameworks and educational practices, which have gone through individual components’ paradigm shifts. However, these are no longer sufficient to meet present educational requirements. Second, an integrated Q&P process is required to combine these components’ shifts not simply as a mechanism to navigate educational information in AI-based environments but to overcome it. These include the proposed Q&P sequence of paradigm shifts: the traditional or passive information, the active construction, the transformative process, the AI Era, and the experience within learning or “viomatic”. Third, prompt engineering is deployed not as an unprincipled technique but as a targeted pedagogical instrument supported by general techniques, fourteen conceptual elements of Q&P and ten generic examples. Moreover, the proposed sequence of paradigm shifts substantiates three key elements. First, educational entropy as a degree of disorder, uncertainty, or inefficiency impedes the effective paradigm development of information. Second, in today’s world, the sheer pace of change demands an experiential orientation, requiring a “viomatic” approach based on accumulated, internal experience, to achieve the goals of modern education. Third, the scientific approach towards a new education paradigm evolution requires an increase in information development and a decrease in educational system entropy.