Journal: Journal of Higher Education Research DOI: 10.32629/jher.v7i4.5453
Abstract
Generative AI is shifting from an information-retrieval tool to a context-aware collaborator, and entrepreneurship education, which depends on opportunity judgment under uncertainty, is directly affected. Being able to operate ChatGPT does not mean using it well, and existing digital entrepreneurial competence frameworks have not addressed this gap. This paper reviews three influential frameworks and prompt-engineering research, and proposes prompt literacy as an independent, teachable, assessable competence. It constructs a five-dimensional SPACE model—semantic precision, pragmatic strategy, system adaptability, critical evaluation, creative integration—explaining why prompt literacy is distinct from general digital-tool proficiency, and proposes seven cultivation pathways with a process-assessment rubric.
Keywords
prompt literacy; generative artificial intelligence; digital entrepreneurial competence; entrepreneurship education; SPACE model
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