Examining the Role of AI-Assisted Learning in Fostering Students’ Entrepreneurial Intention Within an Interdisciplinary Course Context: An Extended UTAUT-Based PLS-SEM Study

The integration of AI into higher education provides new opportunities for supporting learning in interdisciplinary contexts and fostering entrepreneurial development. However, previous research has mainly focused on AI technology adoption, with limited attention paid to its broader educational outcomes. In particular, how AI-assisted learning contributes to students’ entrepreneurial intention within an interdisciplinary course context remains underexplored. This study develops an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model by incorporating AI-assisted learning engagement as a mediating factor. A questionnaire survey was conducted among 300 undergraduate students enrolled in a food product development course within a food science and engineering program at a university in China. Using PLS-SEM, the results reveal that performance expectancy, effort expectancy, social influence, and facilitating conditions positively influence AI-assisted learning engagement and entrepreneurial intention. Furthermore, AI-assisted learning engagement significantly mediates the relationships between UTAUT factors and entrepreneurial intention. This study contributes to AI education and entrepreneurial learning research by demonstrating how AI-assisted learning within interdisciplinary contexts can promote students’ entrepreneurial intention through learning engagement.