AI & prompt engineering in higher education of Bangladesh: qualitative approach

Abstract

This study explores how university teachers and students in Bangladesh perceive and use AI tools such as ChatGPT and Gemini, particularly for prompt engineering. Based on five focus group discussions with 19 participants, the findings show that students frequently use AI for assignments, summaries, coding, and idea generation, while teachers are more concerned about plagiarism, overreliance, and reduced critical thinking. The study highlights the need for AI training, ethical guidelines, institutional support, and formal policies. It concludes that responsible AI integration requires collaboration among students, teachers, institutions, and policymakers.