Prompt Engineering as a Fundamental Competence in the Creation of Journalistic Content

This study examines prompt engineering as a key professional competence for journalism in the context of generative artificial intelligence. Using a sequential explanatory mixed-methods design, quantitative and qualitative approaches were combined to evaluate the impact of prompt engineering training on journalistic content quality. The experimental phase compared a trained group with a control group, showing significant improvements in informational accuracy, technical quality, and mitigation of representational harms, particularly in coverage involving vulnerable groups. The qualitative phase revealed that journalists developed reflective and iterative practices when interacting with language models, integrating ethical considerations into instruction design. A process of technological demystification was also identified, strengthening professional agency in relation to automation. Document analysis exposed a gap between the importance of this competence and its institutional recognition in editorial policies. Findings indicate that prompt engineering is a complex sociotechnical practice integrating cognitive, ethical, and organizational dimensions. Effective adoption requires not only individual training but also structural newsroom changes, curriculum updates, and regulatory guidelines. These results highlight that the future of journalism will depend on professionals’ ability to engage critically and responsibly with artificial intelligence systems.