Generative artificial intelligence in venture creation learning: A new pedagogy of partnership

This study investigates the impact of generative artificial intelligence (GenAI) on entrepreneurial learning within structured university venture creation programmes. Employing the prospecting and establishing nexus framework, and drawing on the stimulus-organism-response model and construal level theory, the research analyses how GenAI affects students’ psychological distance from entrepreneurship and their learning approaches. Using a mixed-methods design that combines pre- and post-intervention surveys with qualitative data from learning diaries and open responses, the study examines 33 undergraduate students from two venture creation programmes. The findings indicate that the deliberate and well-structured integration of GenAI substantially reduces students’ psychological distance from entrepreneurship, making entrepreneurial tasks seem more immediate, relevant, and achievable. GenAI serves as both a cognitive scaffold and a task-focused support tool, encouraging deep and strategic learning orientations, and it dynamically adapts to the changing needs of learners throughout their entrepreneurial journey. The positive effect on psychological distance is particularly notable among students who adopt deep and strategic learning dispositions. Nonetheless, students also expressed concerns regarding the reliability, transparency, dependence, and ethical issues associated with GenAI. The study concludes that, embedded within a robust pedagogy, GenAI can transform venture creation programmes, fostering both entrepreneurial mindsets and critical digital literacy. • GenAI scaffolds experiential learning in venture creation phases. • GenAI when integrated into VCP lowers students' psychological distance. • GenAI when integrated into VCP fosters deep, strategic learning. • VCP students critically assess GenAI's learning contributions.