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

Taiwan's education sector is shifting from pilots to scale: the Ministry of Education has been showcasing classroom AI applications and international forums that push digital teaching forward, while a high-profile partnership between Day of AI and the CommonWealth Education Innovation Hub launched the nationwide “AI Literacy for All” program to reach 300,000 students and more than 4,400 teachers across one‑third of elementary and junior high schools over three years; this mix of policy drives, local curriculum development, and rural inclusion efforts signals a rare moment when national strategy meets classroom practice.

Read the MOE coverage of classroom pilots and forums for context and explore the detailed launch of the AI Literacy initiative for its goals and partners. For educators and school leaders seeking practical upskilling, consider pathways such as Nucamp AI Essentials for Work bootcamp to turn these national priorities into classroom-ready prompt and tool skills.

“We are thrilled to partner with the CommonWealth Education Innovation Hub to bring this important initiative to Taiwan,” said Professor Cynthia Breazeal. (Day of AI)

To compile the Top 10 prompts and use cases for Taiwan's classrooms, sources were chosen for direct local relevance, empirical grounding, and practical scalability: priority went to initiatives tied to the national rollout (Day of AI's “AI Literacy for All” campaign), survey-driven gaps in classroom readiness, and examples of low-cost delivery models that can reach rural schools.

Selection criteria included alignment with Taiwan's Ministry-level goals and the CEIH survey finding that “over 90% of students and teachers in Taiwan have already used AI” while fewer than a quarter of students - and just 12% of teachers - reported truly understanding how AI works, so entries that strengthen teacher PD, assessment safeguards, and critical‑thinking prompts were ranked higher.

Feasibility was weighed against Taiwan's strategic strengths in chip and infrastructure development and evolving policy context (see the Taiwan and Artificial Intelligence overview), and practical use cases - like chatbot tutors and reskilling pathways - were drawn from local education-industry reporting to ensure recommendations can scale without costly 1:1 models.

The resulting list favors prompts that (1) close the usage/understanding gap, (2) support rural inclusion and teacher upskilling, and (3) leverage Taiwan's technical capacity while remaining classroom‑ready; readers can explore the full launch details at the Day of AI AI Literacy for All campaign page, background on Taiwan's AI ecosystem at the Taiwan AI ecosystem overview on Taiwan Insight, and practical deployment notes on chatbot tutors and rural inclusion from Nucamp's AI Essentials for Work syllabus and local deployment guide.

“We are thrilled to partner with the CommonWealth Education Innovation Hub to bring this important initiative to Taiwan,” said Professor Cynthia Breazeal. (Day of AI)

ChatGPT's conversational tutor (especially its voice mode) is a practical classroom-ready tool for Taiwan teachers who want low-cost, anytime speaking practice: it sustains natural, free‑flowing dialogue on topics from daily conversation to mock interviews (voice mode is currently mobile-first), while specialist platforms like SmallTalk2Me IELTS speaking simulator and feedback platform add structured features - CEFR-level estimates, an IELTS Speaking simulator and instant voice feedback - so students can run a timed speaking task and see a band score and error report within minutes; pairing an open-ended ChatGPT role‑play with a scoring app helps close the “use vs.

understand” gap flagged by local surveys and extends practice into rural areas without expensive 1:1 tutoring (see how chatbot tutors expand reach in Taiwan).

Teachers can slot short, daily ChatGPT dialogues into lesson plans for fluency, then use targeted reports from tools like SmallTalk to guide rubric-based feedback and follow‑up lessons, creating a scalable cycle of practice, assessment, and teacher-led remediation that fits crowded timetables.

“The possibility to record my speech and get feedback without the need to arrange appointments is the main benefit I get from SmallTalk”

Create a simple prompt for ChatGPT or Bard that turns high-quality, free graded materials into differentiated reading-and-listening packs tailored to CEFR levels - for example, ask for A2–B1 passages with vocabulary guides, printable worksheets, and embedded audio links based on open resources like Linguapress's graded texts (Linguapress CEFR graded texts with audio) and the British Council's level-organised stories and exercises (British Council LearnEnglish A2–B1 reading materials); complement those with leveled passages and progress tools from RIF (Reading Is Fundamental leveled reading passages) so prompts can output “just-right” reading lists, comprehension questions, and printable teacher notes.

The practical payoff for Taiwan classrooms is immediate: responsive, printable pages with audio mean a teacher can rotate a low-tech listening station while other students use tablets or chatbots for extension activities, making the lesson scalable from urban labs to rural schools without expensive 1:1 setups - one vivid classroom image: a single A2 story with audio, a worksheet, and a short formative quiz becomes a self-contained learning hub that teachers can deploy across multiple grades in one period.

An MOE-aligned lesson plan generator can turn national curriculum requirements into classroom-ready routines that respect Taiwan's co-teaching model and typical class sizes of 20–35 students:

Ministry of Education–aligned objectives, co‑teacher roles, printable warmups, scaffolded speaking stations, and short formative checks

Prompts that request these elements help foreign and local teachers keep test-prep goals while adding communicative practice; this fits the reality that public schools follow a standardized, government-administered curriculum (MOE-approved curriculum and public school structure in Taiwan) and eases planning time for teachers placed through programs like TFETP. By generating low‑tech printables, audio links, and clear role notes for the co‑teacher, a single AI prompt can produce one-period plans that scale from urban labs to rural classrooms - paired with chatbot tutors and offline materials, schools can rotate a worksheet and speaking station across a class of 20–35 so every student gets targeted practice without expensive 1:1 staffing (see how chatbot tutors are expanding educational reach in rural Taiwan).

Automated grading with rubric-based LLM feedback can give Taiwan's classrooms the best of both worlds: scalable, consistent scoring that remains anchored in teacher judgment.

By generating clear, domain-aware rubrics first, then using an LLM to apply those criteria to open‑ended answers, schools can surface detailed, criterion-level feedback without treating AI like a black box - this multi-step approach is explained in practical terms by resources on LLM-Based Rubric Grader documentation for assessment authoring and framed more broadly by work on domain-specific rubric evaluation methodology for model reasoning.

For Taiwan's MOE-aligned classrooms and crowded timetables, the model is simple: generate rubrics from the assignment, let the LLM score against discrete criteria, then require a teacher's manual approval before releasing feedback - preserving oversight and reducing repetitive marking.

Precise rubrics also expose where models fail on real-world reasoning, so schools can iteratively tighten prompts and criteria rather than chasing vague scores; for a clear primer on that layered precision see the piece on multi-step grading rubrics with LLMs for answer evaluation.

Picture a stack of essays turning into checklist items teachers can review at a glance - faster triage, better-targeted lessons, and preserved human judgment.

“When your AI model aces every standard benchmark but struggles with real-world tasks, you know something's missing in your evaluation approach.” (Toloka)

Turn Steve Jobs' insistence that “you need a person” into a classroom prompt: ask an LLM to generate a short, CEFR‑friendly role‑play and story arc that models a curious guide - one who asks provocative questions, nudges hypotheses, and hands back problems for students to solve - so teachers in Taiwan can use the output as a launchpad for guided discussion and formative tasks rather than a substitute for instruction; pair each generated scene with teacher cues (debate prompts, quick formative checks, and a one‑paragraph follow‑up task) so the human guide stays central.

This generator can produce localized scenarios - school projects, maker challenges, or tech‑ethics dilemmas - that spark the kind of hands‑on curiosity Jobs prized, then scale across urban and rural classrooms by swapping local details without rewriting pedagogy.

The payoff is practical: a five‑minute scripted role‑play that ends with a single, well‑framed question can replace a week of passive slide decks, and - like Jobs' rock‑tumbler metaphor - it helps rough ideas polish each other into sharper classroom moments.

Read Jobs' full 1995 interview for the original lines and contemporary takes on his education views: Steve Jobs 1995 public education interview transcript.

“You need a person. Especially with computers the way they are now. Computers are very reactive but they're not proactive; they are not agents, if you will.” (Steve Jobs, 1995 interview - Steve Jobs 1995 public education interview transcript)

Built for Taiwan's teacher cohorts and designed to close the “use vs. understand” gap, a “Prompting for Learning” PD mini‑workshop should be short, practical, and activity‑rich: follow the AIforEducation template to plan a 1.5–2 hour session that mixes brief demos of effective prompt structures (for example the 5S framing from the prompting primer), hands‑on small‑group prompt drafting, and peer clinic rotations where teachers iterate on prompts for local lesson plans and assessment tasks; use Sched's checklist to bake in peer collaboration, accessibility (bilingual handouts, captions), and simple logistics like mobile schedules and QR check‑ins so rural teachers can join or follow up asynchronously.

Emphasize concrete takeaways - ready‑to‑use prompt templates for a Ministry‑aligned lesson plan generator, a rubric‑scoring prompt for classroom writing, and a short rollout plan for co‑teacher models - so participants leave with classroom-ready tools rather than theory.

Pair live practice with a prompt library and quick reflection prompts to sustain learning after the session and accelerate school‑level adoption across urban and rural schools in Taiwan (train‑the‑trainer followups recommended in the prompting resource).

The workshop should be 1.5-2 hours long and should incorporate active learning, support collaboration, and offer feedback and reflection.

The Day of AI “How AI Works” module, now being localized for Taiwan in partnership with MIT RAISE and the CommonWealth Education Innovation Hub, packages short, hands‑on lessons that actually show students how machine learning and generative systems behave - think 30–60 minute blocks like “What is AI?”, “How Do Machines Learn?”, a PICaboo image‑classifier lab on Chromebooks, and classroom debates about bias and ethics - each adapted to local language, school rhythms, and rural connectivity needs so teachers can run them with minimal tech.

These teacher‑ready units (slides, student pages, and an educator guide) are part of the free Day of AI curriculum and the nationwide “AI Literacy for All” rollout, designed to close the gap between widespread AI use and real understanding: co‑developed materials, scaffolded activities, and public PD events aim to reach 300,000 students and 4,400+ teachers across one-third of Taiwan's elementary and junior‑high schools over three years.

For ready access to lessons and teacher resources, explore the Day of AI curriculum and the Taiwan AI Literacy for All launch.

“We are thrilled to partner with the CommonWealth Education Innovation Hub to bring this important initiative to Taiwan,” said Professor Cynthia Breazeal.

An "Assessment Bank Generator" that spits out 20 MCQs with high‑quality, plausible distractors can be a game‑changer for Taiwan classrooms trying to scale low‑stakes retrieval practice without ballooning teacher workload: research on automatic distractor generation shows that good distractors must be context‑consistent and are hard to craft by hand, so systems that use negative‑sampling and context-aware models can populate large, unique banks for online quizzes and paper rotas alike (see the Springer open access study on automatic distractor generation).

More recent work introduces DISTO, a learned evaluation metric that ranks distractors by contextual fit (not just surface overlap) and correlates closely with human judgments, revealing that MT metrics like BLEU can mislead model choice - DISTO's SepT model achieved MAE 3.8 and Pearson 0.941 in tests.

For practical rollout in Taiwan, pair an MCQ generator with a DISTO‑style evaluator and a lightweight teacher review step so one teacher can safely reuse and rotate sets across multiple classes or a rural cluster (and complement anytime practice with chatbot tutors to extend reach into remote schools).

A bilingual parent‑teacher newsletter translator can bridge Taiwan's language gaps by pairing automated, inbox‑ready translations with simple teacher review workflows so messages land clearly in Mandarin, English - and local languages such as Taiwanese Hokkien where machine output may need human checking; tools like Smore make translated newsletters and auto‑delivery easy for families to enable from their inboxes, ParentSquare showcases AI‑enhanced translations and readable rewrites at scale, and LanguageLine's school use cases show how translated meeting summaries and report cards turn one‑time conferences into ongoing parent action plans - together these features reduce admin time, improve engagement analytics, and make every event invite or safety notice genuinely accessible, whether parents read on a phone between shifts or listen to an audio version on the way home.

For practical rollout in Taiwan, pair automated translation with a short QA step, keep language simple for better machine fidelity, and surface engagement data so schools can follow up where translation uptake is low (especially in rural clusters).

“We love ParentSquare. It's helped us streamline our parent and staff communication efforts, and the customer service is top tier. The translations feature has been a selling point for many of our teachers and principals.” - Celeste Corona‑Arroyo, Communications Manager, Fresno Unified School District (ParentSquare)

The AI Literacy for All program - co-developed by Day of AI with local partners including the CommonWealth Education Innovation Hub (CEIH) and MIT RAISE - packages short videos, conversation cards, and hands‑on activities so whole school communities can learn about machine learning in bite‑size, age‑appropriate ways; the Day of AI family toolkit specifically provides videos and interactive activities that help parents and students hold curiosity‑driven conversations and try playful labs at school or home, while localization for Taiwan focuses on low‑tech delivery and rural connectivity so materials work in village schools as well as urban labs.

This blend of family-facing media and teacher-ready lessons scales the nationwide rollout - targeting 300,000 students and 4,400+ teachers - by pairing classroom PICaboo image‑classifier labs and brief explainer clips with simple conversation cards families can use at the kitchen table.

For practical notes on extending reach into remote schools, see how chatbot tutors and low‑cost deployment models support rural inclusion in Taiwan.

“Our team of leading technologists and teachers at Day of AI is thrilled to announce this partnership with an industry leader in Common Sense Media. This cutting-edge toolkit will empower students and families across the country and world, giving them valuable resources to navigate the AI terrain at this critical moment.” - Jeff Riley, Day of AI Senior Advisor

For beginner educators in Taiwan the best next step is practical and low‑risk: run one of the short Day of AI “How AI Works” classroom blocks to give students a 30–60 minute, hands‑on snapshot of machine learning and spark curiosity (see the Taiwan AI Literacy for All launch for local resources), pair that module with clear classroom rules and a short teacher checklist based on NTU's guidance for generative AI tools so outputs are used safely and transparently, and pilot a low‑tech chatbot or listening station to broaden access in nearby rural schools without adding heavy staffing demands; parallel to classroom pilots, invest in a focused upskilling pathway - courses like Nucamp's AI Essentials for Work bootcamp teach prompt writing, practical tool use, and classroom workflows that translate policy into everyday practice.

Keep steps small, measure one clear outcome (student understanding or a formative task), and iterate: one well‑run 30‑minute lab plus a teacher review loop can shift practice across a grade and build momentum for larger rollouts.

“We are thrilled to partner with the CommonWealth Education Innovation Hub to bring this important initiative to Taiwan,” said Professor Cynthia Breazeal. (Day of AI)