Generative artificial intelligence prompting strategies among Chinese university students across academic tasks

The study surveyed 234 Chinese university students to assess how they use generative artificial intelligence (GenAI) in academic tasks and their confidence in prompting these tools. Results show students frequently employ GenAI across various activities, feel confident especially in providing context and refining prompts, but their strategies vary little across task types, with creative scenarios favoring output‑format specification. Concise instructions and comprehensive initial information are common, while fixed templates are less popular, and perceived cognition most strongly predicts prompting capability.

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