Entrepreneurship Education in the Age of Generative Artificial Intelligence: Opportunities, Challenges, and Pedagogical Shifts

Generative artificial intelligence (GenAI) is rapidly reshaping higher education, yet empirical evidence on its role in entrepreneurship education remains limited. This study investigates how GenAI is used in entrepreneurship classrooms and whether it supports pedagogical adaptation and entrepreneurial learning outcomes. It also examines whether students’ technological readiness and AI literacy moderate these relationships. Guided by a conceptual framework linking GenAI use, pedagogical change, learning outcomes, and student preparedness, data were collected from 203 students enrolled in entrepreneurship programs. Mediation and moderation analyses with bootstrapping were used to test direct, indirect, and conditional effects. Contrary to largely techno-optimistic claims, results show no significant relationship between GenAI use and pedagogical change, pedagogical change and learning outcomes, or GenAI use and learning outcomes. Technological readiness and AI literacy also did not significantly moderate these paths, and no moderated mediation was found. The findings indicate that simple access to, or superficial use of, GenAI does not automatically improve teaching practices or entrepreneurial competencies. The study contributes empirical evidence and calls for stronger instructional design, student preparation, and more rigorous longitudinal and multi-method research.