Top 10 AI Prompts and Use Cases and in the Education Industry in Solomon Islands

Across the Solomon Islands, education leaders are treating AI as a practical tool to widen access, personalise learning and preserve human agency: Minister Tozen Leokana used International Education Day at King George School to spotlight personalised learning paths, real‑time feedback and school demos like Woodford's robotics team, while the new USP King George VI campus - with Starlink connectivity and a solar PV farm - shows the digital infrastructure that can make AI learning realistic in Honiara and beyond.

Local coverage in the Sunday Isles report on AI's impact on education in the Solomon Islands and regional reports underline a push for an AI‑in‑education policy and teacher training; for educators and administrators ready to turn strategy into skills, Nucamp's practical, 15‑week AI Essentials for Work bootcamp syllabus (15‑week practical AI skills for work) teaches prompt writing and workplace AI use, linking policy goals to hands‑on capacity building.

“AI is not just a future concept; it's here, and it's reshaping the way we teach and learn,” said Hon. Tozen Leokana.

Selection for the Top 10 emphasised practical, teacher-centred value in Solomon Islands classrooms: criteria were drawn from evidence that AI must augment - not replace - educators, protect student data, and work within local infrastructure limits (ACER's review stresses teacher agency and notes that more than 80% of teachers in the Solomon Islands reported no access to digital resources); priority use cases therefore had to be low‑cost or offline-friendly (for example, chatbots and lightweight adaptive tools), boost teacher time and formative assessment (see research on AI assessment creation), and support system‑level decision‑making like the SIEMIS dashboards for real‑time education decision-making in Solomon Islands.

Shortlisting also required evidence of impact (adaptive learning and personalised feedback), alignment with professional development needs (co‑design with teachers), and ethical safeguards for privacy and bias; see the ACER human‑centred AI framework for teacher agency and the PrepAI AI assessment creation guide.

Final picks favour prompts that are deployable now, transferable across provinces, and tied to capacity‑building pathways such as the AI Essentials for Work syllabus to turn strategy into classroom skills.

At White River Community High School, personalized learning prompts can turn one teacher into a whole-classroom engine for tailored growth: use lesson‑planning prompts from Teaching Channel - like

generate a week‑long unit plan with daily objectives, formative checks and scaffolded activities

- to create locally‑relevant units, differentiated reading passages and quick exit tickets for mixed‑ability classes (Teaching Channel: 65 AI prompts for lesson planning); pair those with an adaptive

AI tutor

workflow drawn from microschool models - students complete an AI‑driven module in the morning and then apply learning to hands‑on projects or peer mentoring in the afternoon - to preserve teacher mentorship while accelerating mastery (Alpha School model of AI tutoring in K‑12 education).

Practical prompt examples for White River include: generate tiered practice problems for one lesson, synthesize a short rubric for oral presentations, and draft targeted feedback comments for five student profiles - small, repeatable prompts that fit low‑bandwidth schedules and let teachers keep agency while every learner follows a personalized path (imagine a child finishing an adaptive math module and immediately applying it to a community mapping project, not waiting for the rest of the class).

Woodford International School can harness adaptive, intelligent‑tutoring prompts to make STEM lessons truly responsive to each learner: recent research on Adaptive Intelligent Tutoring Systems for STEM Education (SLE Journal) shows these systems deliver real‑time personalized feedback that increases mastery, while systematic reviews of ITS research confirm the technology's potential to scale targeted guidance without replacing the teacher (Artificial Intelligence in Intelligent Tutoring Systems - systematic review).

In Woodford's context - where robotics demos already spark curiosity - short, classroom‑friendly prompts can generate tiered hints, quick formative checks and next‑step scaffolds that a teacher reviews, preserving human oversight and aligning with local priorities for data literacy and governance (see Nucamp guidance on Nucamp AI Essentials for Work syllabus: ethical AI frameworks for Solomon Islands schools).

Picture a student who misses a calibration step and, within seconds, receives a scaffolded hint that lets the whole team adjust a sensor before the next demo - small, immediate wins that keep learning moving in low‑bandwidth classrooms.

Selwyn College can turn everyday lessons into a feedback loop that keeps learning moving: short, low‑stakes formative checks - one‑minute papers, entry/exit tickets and the 3‑2‑1 countdown - give teachers rapid evidence of who's ready to advance and who needs a different path (see practical examples in the San Diego PCE guide to formative assessment); where devices are available, a platform like Formative assessment platform delivers instant student responses and AI‑assisted activity generation, while low‑tech options such as mini whiteboards, participation cards or Plickers let classrooms without reliable internet get the same pulse checks.

Mix methods: a quick poll to split groups, a dipstick activity to surface misconceptions, and a one‑minute paper to gather questions for targeted reteaching - small routines that mean fewer surprises on exam day and more steady progress during term.

The payoff is immediate and human: timely prompts let teachers coach students as they work, not after the bell has already rung.

“We really felt that in order to help our students, it had to be in the moment,” Gabby said.

For the Ministry of Education and Human Resources Development (MEHRD), inclusive‑education prompts should follow the policy muscle already built into national plans and local practice:

inclusive access and completion,

the 2016–30 Education Strategic Framework and earlier action plans prioritise national learning support resource centres (NLSRCs) and a community‑based rehabilitation model that identifies children with disabilities and links families, health and schools.

Practical, deployable prompts - drawn from those structures - would help MEHRD turn plans into classroom realities: generate simple screening and referral checklists aligned to community‑based rehab workflows; draft teacher‑training modules that SINU and NGO partners can deliver on sign language, differentiated pedagogy and vernacular adaptations; and produce EMIS/SIEMIS dashboard templates to track enrolment, attendance and special‑needs referrals across provinces.

These kinds of prompts map directly to the Inclusive Education Manual launched in October 2024 and the evidence base in the national inclusion profile, and they make inclusion tangible - imagine a remote community worker flagging a child's needs one morning and that information appearing on a school dashboard by afternoon so supports can follow.

Hon. Tozen Leokana has put a human‑first frame around the island nation's AI ambitions, urging an AI‑in‑education strategy that protects teacher‑student relationships even as it expands AI literacy, digital infrastructure and data‑privacy safeguards; his remarks at the International Education Day gathering in the King George School Hall made clear that policy must enable personalised learning without sidelining teachers, from teacher‑reviewed adaptive hints to simple screening and referral checklists that keep communities and classrooms connected (see the Sunday Isles report on AI's impact on education in Solomon Islands).

Government documents and commentary note the need for ethical AI and data privacy rules alongside investments in connectivity and training, underscoring why any prompt‑based use case should include explicit teacher oversight and clear data governance steps before rollout (Analysis of artificial intelligence law in Solomon Islands).

The result is practical: prompts that generate targeted feedback, draft consent and referral texts, or scaffold teacher coaching - tools designed so technology amplifies, not replaces, the human conversation that matters most in Solomon Islands classrooms.

“AI is not just a future concept; it's here, and it's reshaping the way we teach and learn,” said Hon. Tozen Leokana.

King George School's classroom demo and community outreach can turn a single, carefully staged AI session into a practical showcase: use a customized tutor - like the MagicSchool workflows featured in the Edutopia demo - to model probing, teacher‑approved questioning that helps students reason rather than just receive answers, then amplify that moment with targeted family and community prompts from Panorama's “100+ AI prompts for schools and districts” (for parent outreach, consent letters and simple how‑to notes for volunteers); pair those with student‑voice activities built in Snorkl so filmed explanations or short whiteboard videos created during the demo become shareable artifacts for remote communities and provincial stakeholders.

Practical outreach prompts include a one‑page explainer for caregivers, a consent + FAQ template ahead of a pilot, and a short “how this helps learners” script for community radio - small, concrete tools that translate a classroom demo into follow‑up training, feedback loops and ongoing teacher oversight.

You are a tutor for the fifth-grade science students in Mrs. Smith's class. Like a good tutor, you help students come to the right conclusions ON THEIR OWN by asking them probing questions; you NEVER provide them the answer directly. Keep responses brief - no more than 100 words.

The Solomon Islands–New Zealand Education Partnership (2025–2035) creates a rare window to weave AI literacy directly into national and provincial curricula, and curriculum‑planning prompts can make that operational: use New Zealand's practical starter pack - “Introduction to Artificial Intelligence” - to prompt teachers to map core AI concepts to local learning areas, convert the resource's case study and reflection prompts into week‑long, context‑rooted units, and draft teacher upskilling modules that fit provincial timetables (Tahurangi “Introduction to Artificial Intelligence” curriculum resource).

At system level, planners should generate EMIS/SIEMIS dashboard templates and data‑collection prompts that track teacher deployment, AI‑related learning outcomes and professional development uptake in line with the partnership's decentralisation and data priorities (News report on the Solomon Islands–New Zealand 10‑year education partnership), while prompt sets for consent, cultural‑checklists and “check the output” verifications follow the Ministry's good practice for safe AI use.

One vivid outcome: a teacher walks out of a workshop with a ready classroom debate and scaffolded activities derived from the Tahurangi case study, turning high‑level policy into a tangible lesson by the next week.

“Nothing is more important than setting our children up for a better future. Education is a powerful equaliser, giving every child - regardless of background - the chance to pursue their dreams.”

Local media like the Sunday Isles can turn national conversation into actionable community prompts by amplifying easy, teacher‑friendly tools: promote Common Sense's classroom AI expectations templates so schools can co‑create clear rules with students and families, share ItsLearning's practical AI Guidance to explain benefits, risks and a simple communication plan for parents and staff, and highlight CIDDL's summary of emerging state‑level themes to show why guidance should cover accessibility, assessment and teacher training.

Practical prompts for the paper or a partnered radio segment might include a one‑page explainer parents can bring to parent‑teacher meetings, a short script schools can use to co‑design an “AI expectations” checklist with students, and a plain‑language FAQ that links to local SIEMIS dashboards and Nucamp guidance on data governance - small, repeatable tools that turn policy into everyday practice.

The payoff is tangible: when schools publish a shared expectations sheet, students, teachers and caregivers have the same language to discuss AI at home and in the classroom, making the technology easier to manage and more trustworthy for everyone.

Read the webinar and guides: Common Sense Education classroom AI expectations webinar (EdWeb), ItsLearning practical AI guidance for schools, and CIDDL summary of state AI guidance in education.

“The survey results show that we are still very much in the wilderness when it comes to newly powerful generative AI and education,” said Sobhi Tawil, the UNESCO Director for the Future of Learning and Innovation.

When Australia is a key partner, data‑privacy prompts should turn high‑level agreements into simple, actionable steps for schools and MEHRD: use the OAIC APP 8 guidance to prompt plain‑language consent statements and contract clauses that require overseas contractors to handle student records in line with the APPs (OAIC APP 8 guidance on cross‑border disclosure of personal information), and map those to regional transfer tools such as the APEC CBPR when appropriate (APEC cross‑border privacy rules overview and regional guidance).

Practical prompt examples for Solomon Islands: generate a one‑line consent notice that explains “overseas recipient” and likely risks, draft a template contract clause forcing overseas vendors to adopt APP‑equivalent safeguards, and produce an EMIS flagging rule so any record routed overseas is marked for teacher and caregiver review.

These prompts let policy travel from Honiara to the classroom - so a parent can see, in one line, whether a child's assessment data will be processed abroad before giving consent - and keep accountability clear across borders (Report on Solomon Islands–Australia systems cooperation).

“Australia is proud to be the primary border security partner in Solomon Islands, and to be working with PNG to implement this important project,” High Commissioner Hilton said.

International Education Day 2025 is a practical moment to convert celebration into capacity‑building: align teacher professional development with World Teachers' Day observances (World Teachers' Day falls on Oct.

5) and use short, job‑embedded prompts to make PD immediate, relevant and repeatable - examples include “generate a 90‑minute workshop agenda on AI‑in‑education that combines hands‑on practice, a peer coaching plan and two classroom‑ready follow‑up tasks,” “draft a micro‑credential badge for formative assessment with measurable action items,” or “create a one‑page cheat sheet for blended‑learning routines teachers can use next week.” Build PD around what works - small groups, peer reflection, and follow‑up goals - so training moves from theory to classroom practice, and tie topics to high‑value areas like AI literacy, formative assessment and blended learning (see curated lists of effective PD topics and formats).

For Solomon Islands schools, prompts that scaffold consent, data governance and low‑bandwidth adaptations make capacity building sustainable and trustworthy, leaving each teacher with one concrete tool to try the next day rather than an armful of slides to archive.

Read more about World Teachers' Day and practical PD approaches for ideas and templates.

“The best thing about being a teacher is that it matters. The hardest thing about being a teacher is that it matters every day.”

Next steps for AI in education across Solomon Islands are concrete: start with low‑risk pilots that measure success and avoid common pitfalls (clear rules on use, training and access), use prompt sets that map to everyday tasks from lesson planning to attendance, and link pilots to system dashboards so local decisions follow data - for example, SIEMIS dashboards can turn a flagged referral into a visible school record the same day (SIEMIS real-time decision dashboards (Solomon Islands)).

Follow practical measurement advice from the British Council on defining success and guarding against overreliance (British Council guidance: How to use AI tools in your classroom next term), pair any rollout with explicit consent and privacy prompts, and invest in teacher‑facing prompt literacy so classrooms keep human oversight.

For administrators and teachers seeking hands‑on prompt writing and ethical practice, the 15‑week Nucamp AI Essentials for Work 15-week bootcamp provides a practical pathway from policy to classroom routines - small, repeatable steps that turn strategy into everyday learning wins.