From AI Literacy to Epistemic Agency

This paper explores how instructional design can scaffold epistemic agency in generative AI (GenAI)-mediated scientific writing. Embedded in a design-based research (DBR) framework, it draws on two iterations of a redesigned Scientific Writing course at the Zurich University of Applied Sciences (ZHAW), where engineering students engaged with GenAI tools throughout the writing process. A qualitative case study examines one group’s prompting journal and final text using two exploratory coding schemes grounded in established models of media competence and agency. The analysis of the prompting journal shows reflective and ethically grounded engagement with GenAI, marked by decision-making, evaluation, and self-regulation. The student text evidences epistemic positioning, reasoning, and reflection through structured argumentation, methodological transparency, and ethical awareness. Together, these findings suggest that instructional scaffolds such as prompting journals and iterative reflection, can externalise epistemic processes and strengthen AI literacy as a foundation for epistemic agency. The study contributes to developing transferable pedagogical models for responsible GenAI integration in higher education.