Educational prompt engineering self-efficacy scale (Ed-PESS): Development and psychometric validation
Computers and Education, cilt.254, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 254
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.compedu.2026.105700
- Dergi Adı: Computers and Education
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Periodicals Index Online, Applied Science & Technology Source, Compendex, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), INSPEC, Psycinfo, DIALNET, Academic Search Ultimate (EBSCO), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: AI, Educational prompt engineering, Prompt engineering, Prompt engineering self-efficacy, Scale development
- Eskişehir Osmangazi Üniversitesi Adresli: Evet
Özet
Pre-service teachers' confidence in designing pedagogically purposeful prompts for generative AI tools remains an underexamined construct in teacher education. This study developed and validated the Educational Prompt Engineering Self-Efficacy Scale for Pre-service Teachers (Ed-PESS) to address the absence of a psychometrically sound instrument measuring this domain. Scale development followed Boateng et al.'s three-phase framework, grounded in a systematic literature review and expert review procedures. Two independent samples of pre-service teachers were recruited: an exploratory factor analysis (EFA) sample (n = 300) and a confirmatory factor analysis (CFA) sample (n = 305). EFA using principal axis factoring with Promax rotation produced a four-factor structure explaining 64.60% of total variance. CFA with Yuan-Bentler robust correction confirmed acceptable model fit. The final 26-item scale comprises four dimensions: Basic Prompt Engineering, Pedagogical Prompt Engineering, Ethical Prompting Practice, and Continuous Professional Development. Internal consistency was high across all subscales. The Ed-PESS provides a valid, reliable instrument for assessing prompt engineering self-efficacy in pre-service teacher education. It supports formative curriculum evaluation and targeted intervention design.