Beyond Tool Use: An Analysis of Prompt Literacy and Educators’ Readiness for Artificial Intelligence in Schools

Aim/Purpose: The purpose of this study is to identify teachers’ and school administrators’ readiness for artificial intelligence (AI) integration by conducting a comprehensive needs analysis, with a particular focus on the role of prompt literacy as an emerging dimension of AI competence. Background: While AI-based tools are more widely accessible in educational settings, many educators struggle to use them pedagogically and strategically. Existing research has primarily emphasized AI adoption rather than educators’ readiness, leaving a gap in understanding the competence-related and institutional factors shaping meaningful AI integration. Methodology: The study adopted an exploratory mixed-methods design. Quantitative and qualitative data were collected via a researcher-developed online needs analysis survey distributed to teachers and school administrators in public schools in Türkiye (N = 434). Quantitative data were analyzed using descriptive statistics and non-parametric relational analyses, while open-ended responses were examined through thematic analysis. Contribution: This paper contributes to the literature by systematically positioning prompt literacy as a foundational component of educators’ AI readiness and by integrating quantitative and qualitative evidence within a needs-based framework. It extends AI-in-education research beyond tool adoption toward pedagogical and institutional readiness. Findings: Findings indicate that although most participants reported using AI tools, the majority perceived their competence as beginner-level. Prompt literacy was strongly associated with AI competence. Qualitative findings revealed pedagogical uncertainty, ethical and data security concerns, workload pressures, and a lack of institutional guidance as key barriers to effective AI integration. Recommendations for Practitioners: Future research should conceptualize and operationalize prompt literacy, employ validated measurement instruments, and examine the effects of targeted AI professional development interventions using experimental or design-based research approaches. Recommendation for Researchers: Future research should further conceptualize and operationalize prompt literacy, employ validated measurement instruments, and examine the effects of targeted AI professional development interventions using experimental or design-based research approaches. Impact on Society: By supporting educators’ pedagogically and ethically informed use of AI, the findings contribute to more responsible, equitable, and sustainable AI integration in education, helping to mitigate risks related to misuse, data privacy, and superficial adoption. Future Research: Subsequent studies may explore longitudinal changes in educators’ AI readiness, conduct comparative analyses across institutional or national contexts, and investigate how leadership practices and policy frameworks influence sustainable AI adoption in schools.