Prompting as Pedagogy: How Educators Leverage ChatGPT, Claude, and Gemini to Co-Create Accelerated Learning Pathways

Abstract

The rapid proliferation of generative artificial intelligence, specifically large language models such as ChatGPT, Claude, and Gemini, has challenged traditional epistemological paradigms within higher education. While existing literature predominantly frames this technological shift through the lenses of technological adoption, administrative efficiency, or academic integrity maintenance, this conceptual article advances an alternative theoretical perspective. We re-conceptualize the role of the educator from a traditional transmitter of codified knowledge into an institutional architect of prompt structures and a facilitator of critical human-AI dialogue. Drawing upon systems theory, institutional legitimacy regimes, and governance design frameworks, this study develops a formal conceptual model demonstrating how educators leverage generative architectures to co-create accelerated learning pathways. We introduce two foundational frameworks: a comparative conceptual analysis contrasting higher education institutions with corporate knowledge-intensive governance, and a formal structural equation modeling-style conceptual architecture mapping the transition from individual technical competency to systemic resilience. Furthermore, we examine the translational logic of governance principles and establish boundary conditions necessary to preserve critical cognitive depth in high-velocity pedagogical environments.