Abstract: [Purpose/Significance] The widespread adoption of generative AI has made prompt literacy a core competency for university students in the digital-intelligence era. Clarifying the connotation of prompt literacy and exploring development paths for educational practice can provide a theoretical basis for higher education to respond to technological waves and reconstruct the dimensions of talent literacy. [Design/Methodology] Through literature research and case analysis, this article defines the theoretical connotation of prompt literacy. From the perspectives such as university teaching, library services, and social collaboration, it examines the current status and bottleneck issues of prompt literacy education practices in both domestic and international contexts. [Findings/Conclusion] At present, prompt literacy education faces a series of problems, such as incomplete theoretical frameworks, insufficient depth in teaching content, and a lack of high-order logical thinking cultivation. To address existing challenges, it is necessary to build an ecosystem deeply integrating universities, libraries, and society, design a systematic and comprehensive content system, develop a progressive curriculum system, combining general education and practice training, and establish teaching assessment and dynamic evaluation mechanisms. [Originality/Value] The interdisciplinary theoretical foundations of prompt literacy has been established, a collaborative cultivation mechanism covering curriculum subjects, instructional content, and evaluation systems has been constructed. It provides both theoretical insights and practical reference value for improving university students' prompt literacy in the AI era.

Keywords: Generative AI, Prompt literacy, AI literacy, College students, Large Language Models