DIGCOMPEDU KOMPETENCEOMRÅDE(R)

Empowering learners, Facilitating learners’ digital competence

Målgruppe

Adult education teachers and trainers who use Large Language Models and want to establish a critical and responsible approach to AI use.Adult learners using AI tools for study or support, who need to develop basic AI literacy and an understanding of how AI handles knowledge and uncertainty

Educators and learners will be able to…

• Configure custom instructions that support critical reasoning, transparency, and responsible AI-supported work
• Explain that Large Language Models do not possess knowledge, but generate probabilistic reasoning based on patterns in data
• Reflect on their own responsibility when using AI tools in educational and learning contexts.

• The teacher learns first and then teaches the learners.
• Before classroom use, the educator inserts the provided custom instructions into the AI tool and independently explores their effect by asking ordinary questions and observing changes in AI behaviour. This exploration phase allows the educator to investigate how the instructions influence responses related to uncertainty, missing information, and critical counterpoints.
• Only after this exploratory phase does the educator introduce the activity to learners.

• The educator briefly introduces the key idea from the shared reference text found in References & Resources: that Large Language Models do not “know”, but generate responses based on likelihood, and that AI output must therefore be treated as provisional reasoning rather than authoritative knowledge.
• Students open their AI tool and insert the custom instruction text provided in References & Resources into Custom Instructions / Settings. The text (in image form) presents a structured set of rules for handling uncertainty, credibility, and dialogue.
• Students ask the AI one or two ordinary questions and observe how the responses differ when the custom instructions are active, particularly in situations involving uncertainty or incomplete information.
• The educator facilitates a brief discussion on how the AI’s behaviour changed and how the custom instructions support an epistemological approach to AI use.

• By working with shared principles for handling uncertainty, credibility, and dialogue, the activity models how inclusive learning design can be achieved through clear structures and reflective use of AI.