Top 10 AI Prompts and Use Cases and in the Education Industry in Norway

Norway's education sector is at a turning point: carefully crafted prompts - the short, specific instructions teachers give large language models - are fast becoming the lever that determines whether AI closes or deepens gaps revealed by ICILS and Agile EDU research; students from lower SES backgrounds lag in digital competence and teachers need “transformative agency” to adapt classroom practice (Agile EDU & University of Oslo interview on ICILS and education research).

Practical guidance from the University of Oslo shows why prompting matters - use GPT UiO for privacy, give context, test iteratively, and ask the model to “think step by step” to get reliable scaffolding and formative feedback (University of Oslo guide: How to use AI as a teacher).

With Feide simplifying access and pilots opening parental views, good prompt design is the quickest, lowest-cost way to make AI equitable; for practitioners ready to skill up, Nucamp's Nucamp AI Essentials for Work bootcamp (prompt-writing) teaches prompt-writing in a workplace context.

...a powerful tool that can enhance teaching and learning and ensure more equitable access to learning opportunities. However, it requires careful attention to data privacy, data security, and ethics, which we refer to as digital responsibility. This includes the ethical, juridical, and social implications of technology use.

Selection and testing for the top 10 prompts and use cases married pedagogical value to strict privacy safeguards recommended by the Expert Group in NOU 2023:19 Expert Group recommendations on AI and privacy (Section 5): only prompts that could be shown to support differentiated instruction, formative feedback or quality development with a clear legal basis, necessity and data‑minimisation were shortlisted.

Criteria also required fairness, transparency and accuracy in algorithmic outputs, plus plans for Data Protection Impact Assessments or reuse of shared municipal DPIAs where suitable.

Practical testing used small, staged pilots funded or de‑risked through national schemes (including SkatteFUNN and Innovation Norway grants) and public–private partnerships to trial prompts under procurement best practices and real classroom conditions (SkatteFUNN and Innovation Norway grant-funded pilot projects for AI in Norwegian education, procurement guidance for testing AI in Norwegian classrooms).

Throughout, stakeholder participation (teachers, pupils, parents, school owners) and iterative refinement were mandatory - prompts were treated like a safety switch, kept off by default until ethical, pedagogical and legal checks cleared them for classroom use.

"When we send our children to school, many of us have a higher expectation of what considerations the school will make in relation to our children. The school as a public institution must set the standard!"

Lesson planning and curriculum adaptation in Norway benefits when AI prompts are used to turn standards, assessment data and rich classroom resources into ready-to-use sequences that respect local culture and time constraints: for a quick cultural warm‑up, prompts can pull a five‑minute Norwegian language nugget from the Norwegian in 5 Minutes a Month language lessons (Norwegian in 5 Minutes a Month language lessons) to anchor a lesson in local vocabulary and traditions; for tech and cross‑curricular work, prompts can reshape Code.org's CS Connections modules and Computer Science Principles materials - slide decks, differentiation tips and rubrics - into versions suited to a class length or device mix (Code.org CS Connections curriculum modules); and when MAP Growth feeds instructional platforms via Instructional Connections, prompts help translate assessment profiles into personalized learning paths and targeted activities so each pupil's next step is concrete and actionable (NWEA Instructional Connections assessment platform).

The memorable payoff is practical: a teacher can go from data to a culturally anchored, scaffolded 20‑minute plan in minutes, keeping lessons relevant and equitable without extra prep time.

Personalized learning plans and scaffolding are where well‑crafted prompts can make statutory Individual Learning Plans (ILPs) genuinely usable in busy Norwegian classrooms: after an expert assessment triggers a special‑education statement, the school must prepare an ILP that sets aims, content and delivery, and roughly 8% of pupils (about 49,000) now fall under that remit - with over half of statements entitling pupils to 190+ hours a year and support increasingly given inside ordinary classes (48% in class, 39% in separate groups, 13% alone) according to Udir's national figures (Udir report on pupils in special education in Norway).

Prompts that translate an expert assessment into step‑by‑step scaffolds, role‑clarifying checklists for assistants or short, differentiated task sequences help teachers keep supports classroom‑friendly - a vital capability when three times as many pupils receive support in Year 10 as in Year 1.

Schools piloting these approaches can lower risk with grant funding and public–private partnerships, and should follow procurement best practices when buying tools (SkatteFUNN and Innovation Norway pilot programs for Norwegian education, procurement guidance for AI in Norwegian schools), so an ILP becomes a living, classroom‑ready scaffold rather than an inaccessible document.

Assessment creation and rubric generation in Norwegian classrooms becomes far more practical when AI prompts are built around Bloom's Taxonomy: start by asking a model to draft measurable learning objectives with action verbs, then prompt it to map those verbs to assessment types and a three‑criterion rubric that students can understand.

“flip Bloom's”

This mirrors the approach used in inquiry classrooms - where students create a mock advertisement first and the class then co‑constructs the success criteria - so rubrics emerge from authentic student work rather than abstract lists (PLP Network: Flipping Bloom's Taxonomy in inquiry classrooms).

Practical prompt patterns include: list the target Bloom level, suggest 2–4 measurable verbs, and produce rubric descriptors for

“excellent/meeting/needs support”

; Turnitin's guidance on keeping the Bloom hierarchy in view and tagging items to levels helps ensure alignment and defensibility of grades (Turnitin: Bloom's Taxonomy tips for assessment design and alignment).

For ready‑to‑use prompts, include examples of student work and ask the model to generate formative checkpoints and student‑friendly feedback aligned to each rubric cell so assessment drives learning, not just measurement.

Automated feedback and grading support can turn a pile of essays into a steady, actionable stream of guidance for Norwegian classrooms: generative AI tools can score routine items, produce student‑specific comments, and flag class‑wide misconceptions so teachers spot trends before the next lesson, while freeing time for face‑to‑face scaffolding and Individual Learning Plan work; practical guides note that AI can deliver immediate, personalized feedback and identify areas for improvement, but outputs should complement - not replace - teacher judgment (Generative AI assessment and feedback best practices (University of Illinois)).

Pilots and vendor reports also claim dramatic workload gains (grading burdens cut by ~70%), which in Norway's resource‑stretched schools can mean more structured one‑to‑one time for pupils with ILPs or quicker curriculum tweaks to close gaps (AI-enhanced classroom feedback: speed and accuracy benefits (SchoolAI)).

Keep the human in the loop: build prompts to expose reasoning, inspect samples for hallucinations, ensure privacy and consent, and start with low‑stakes uses so feedback quality and fairness can be audited before any AI output informs summative grades.

“Uptake is key to making students feel heard, and as a practice it's been linked to greater student achievement,”

Administrative automation and communications in Norwegian schools can move from late-night photocopying and phone trees to a streamlined, mobile-first practice that keeps families informed and staff focused on teaching: use an email builder like Publicate to produce responsive templates, multimedia sections and calendar CTAs so a single bulletin fits a parent's pocket and a principal's tight schedule (responsive school email newsletter templates and examples); integrate lists with your SIS to segment by grade, class or role, follow cadence and subject-line best practices from Mailchimp and Celpr for higher open rates, and expose analytics so school leaders know which items actually prompt action rather than more inbox noise (school newsletter best practices and SIS integration tips).

For districts planning AI-driven automation or pilots, lower risk by leveraging grant-funded pilots and procurement guidance so mass notifications, meeting follow-ups and routine admin tasks are auditable and privacy-safe - SkatteFUNN and Innovation Norway schemes make small-scale testing affordable (grant-funded AI pilots for education in Norway).

The memorable payoff: one well-crafted, scheduled newsletter can replace a week of fragmented notices and free hours for targeted follow‑up where it matters most.

“School communities are best served when families have timely access to the information that supports student learning,” says Andrew A. Hagen, Integrated Communications Coordinator with CEL Marketing PR Design.

Staff collaboration in Norwegian schools becomes far more productive when meetings are treated like a delivery system for clear decisions and tracked actions: start with a tight, shared agenda and a dashboard of key metrics so the room reviews evidence first (a practice championed by HBR's step‑by‑step meeting structure), then use a short “study‑hall” snippet period - five-to-seven minutes for everyone to post updates in a shared doc - so status updates don't eat into problem‑solving time (the Radical Candor 3+3 formula).

AI meeting assistants that record, transcribe and produce concise summaries and action‑item lists (see Claap's meeting summary templates and AI workflows) cut the friction of note‑taking and make follow‑up auditable; in Norway these tools can be trialed via grant‑funded pilots and procurement best practices to keep privacy and accountability front and center.

The practical payoff is vivid: a ten‑minute, AI‑generated summary that assigns owners and deadlines can turn a wandering hour into a week of directed classroom improvements and clearer support for pupils with ILPs.

“Most people don't turn their meetings, so the meeting just meanders through its life, and people get hit-or-miss experiences out of it. It doesn't have to be you, but someone has to run the meeting. Otherwise, it turns into anarchy.”

Recruitment, marketing and outreach for Norwegian institutions should be less about broad broadcast and more about digitally enabled conversations that meet learners where they are - online, regionally and across life stages - so programmes feel both relevant and reachable; Norway's Strategy for digital transformation urges institutions to use digital technology to offer flexible, decentralised courses and to

develop collaboration with the labour market

so promotional messages can highlight concrete career pathways and employer partnerships (Norway Strategy for Digital Transformation in Higher Education).

Practically, AI prompt patterns can generate segmented copy, short micro‑course previews, and multilingual FAQs that turn a single ad into an accessible, privacy‑safe pathway to enrolment - pilots of these approaches are inexpensive when supported by grant schemes like SkatteFUNN and Innovation Norway grant schemes, while aligning messaging to quality frameworks matters because NOKUT's development strategy stresses that outreach must reflect robust quality assurance and build public trust (NOKUT Development Strategy 2023–2030).

The practical payoff is clear: targeted, data‑responsible outreach converts curiosity into committed learners and helps institutions meet national goals for flexibility, lifelong learning and labour‑market relevance.

Research assistance and literature reviews for Norwegian education benefit when prompts are designed to combine machine learning speed with human judgement: the Norwegian Institute of Public Health's practical report shows how ML can

“enhance evidence synthesis practices by combining human intelligence with ML,”

laying out pre‑implementation, implementation and sustainment phases and using the EPIS framework to keep workflow changes auditable and safe (NIPH report: Implementing machine learning in an evidence synthesis group).

For vocational education research, prompts that extract themes from focus groups, map findings to curricula, and draft evidence‑maps help bridge the gap between scientific principles and classroom practice highlighted in a Norwegian VET teacher study - where relevance, multidisciplinary approaches and learning communities were key quality factors (NJ VET study: Roles of science and research in vocational teacher preparation (Norway)).

The practical payoff is vivid: well‑crafted prompts can act like a meticulous research assistant that flags priority studies, pulls out participant voices, and produces an actionable synthesis scaffolded for teachers and policymakers - provided every automated step is paired with human review and the staged, evaluative approach NIPH recommends.

Accessibility and inclusion in Norwegian schools mean more than screen‑readers and subtitles: AI prompts must be designed to respect Norway's complex language landscape and legal language rights so every pupil truly hears and sees themselves in the curriculum.

Build prompts that output in both written standards (Bokmål and Nynorsk) and that follow local orthography and punctuation rules - use guillemets for quotes, include the letters æ, ø, å, prefer the decimal comma, and mind compound spelling - so materials are immediately publishable and culturally correct (see the Unbabel Bokmål language guidelines).

Account for regional practice and legal duties: many learners encounter Bokmål more often but around 11% of pupils learn Nynorsk in school, and institutions (and their AI tools) must support parallel language use and sign language access where required (Visit Norway guide to Bokmål and Nynorsk languages, NTNU Norwegian language policy).

The practical payoff is immediate: a prompt that auto‑generates a parent note or ILP in the correct written form and register saves time and prevents embarrassing errors - after all, even Norwegian stamps sometimes read Norge or Noreg, and small details matter.

“Norwegian – a language so nice we made it twice!”

Visuals, slides and classroom resources are where AI moves from useful to indispensable in Norway's busy schools: tools like SlidesAI let teachers turn a lesson script or link into a polished Google Slides or PowerPoint deck in seconds, while Piktochart's AI infographic generator converts text or documents into clear, classroom‑ready visuals so complex topics become teachable at a glance; Google's Gemini in Slides can even generate custom images and pull content from Drive to tailor slides for different grades or languages.

These tools cut prep time, help produce multilingual materials that suit Norway's classrooms, and make it realistic to pair a concise ILP with a slide‑by‑slide scaffold for classroom assistants.

For practical pilots, procurement and grant routes (SkatteFUNN/Innovation Norway) still matter, but the tangible payoff is vivid: a teacher can prompt an AI and receive a ready outline - or, in one reported case, a 26‑slide choose‑your‑own‑adventure - so lesson design becomes a craft of refinement rather than a week‑long sprint.

Try SlidesAI for quick decks, Piktochart for visual summaries, or Gemini in Slides for Drive‑aware image and slide generation to keep students focused and materials publishable.

“Very cool extension! I am a middle school teacher and started making a choose-your-own adventure story about World War 2. I put a brief prompt and the program generated a 26 slide presentation that was quite a good outline, with great looking theme, fonts, and pictures.”

Norway's path to responsible classroom AI is clear: pair governance and data‑literacy with small, well‑scoped pilots so tools amplify teaching instead of adding risk - think faculty AI policies and UiB's privacy‑safe

UiB Chat

, national coordination from HK‑dir and SIKT, and research hubs like SLATE to bridge evidence and practice, all part of a wider push toward Norway's 2030 digital ambitions (yes, it's the country where the delegation noticed

no more paper tickets

).

Start by building skills, setting simple rules for data and procurement, and testing prompts in low‑stakes workflows funded or de‑risked through local schemes; practical routes include using SkatteFUNN and Innovation Norway grants or procurement best practices to keep pilots auditable.

For district leaders and teachers wanting a usable next step, follow the HFD delegation's learnings in

AI and Learning Analytics – Impressions from Norway

and consider targeted upskilling like Nucamp's Nucamp AI Essentials for Work syllabus to learn prompt design, governance and classroom application - small experiments, strong guardrails, and clear learning outcomes make AI a tool for inclusion, not a source of new inequality.