Design of educational prompts for Cuban graduate education: normative foundations, didactic perspectives and practical guidelines

Abstract

The use of Artificial Intelligence in graduate education poses methodological and ethical challenges for Cuban higher education, given the absence of specific guidelines regarding the use of prompts as a didactic resource. This article addresses the problem of the lack of systematized orientations that guide instructors in designing and applying educational prompts aligned with the regulations of the Ministry of Higher Education (MES) and with the formative needs of graduate programs. The objective is to propose a set of guidelines for the elaboration of high-quality educational prompts, based on a documentary analysis of regulatory documents, pedagogical studies on Cuban graduate education, and recent literature on the use of Artificial Intelligence in academic contexts. A qualitative-descriptive approach was applied through content analysis, from which categories associated with curriculum planning, teaching-learning processes, research, and assessment were identified. The main results indicate the feasibility of integrating educational prompts as a support tool for the development of professional, research, and critical competencies in advanced training programs. The article provides a structured proposal for prompt design, accompanied by examples adapted to the Cuban context. It is concluded that prompts are a pertinent and flexible resource for strengthening student autonomy and academic integrity, provided they are implemented with an ethical approach and in accordance with graduate education regulations.