Generative AI Use in Entrepreneurship Learning and Entrepreneurial Intention among Indonesian University Students

Abstract

Generative Artificial Intelligence (AI) offers new opportunities to enhance teaching and learning in entrepreneurship education by supporting idea generation, problem-solving, and the development of students’ entrepreneurial capabilities. However, the mechanisms through which Generative AI use relates to entrepreneurial intention in higher education remain insufficiently understood. This study examines the relationship between Generative AI use and entrepreneurial intention among Indonesian university students, with particular attention to the mediating role of entrepreneurial self-efficacy and the implications for AI-supported entrepreneurship learning. A quantitative approach was employed using purposive sampling, involving 320 university students in Indonesia. Data were collected through an online questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that Generative AI use positively influences entrepreneurial self-efficacy (β = 0.421) and entrepreneurial intention (β = 0.265). Entrepreneurial self-efficacy also positively influences entrepreneurial intention (β = 0.240) and partially mediates the relationship between Generative AI use and entrepreneurial intention (β = 0.101). These findings suggest that Generative AI may contribute to entrepreneurship learning by supporting students’ confidence in their entrepreneurial capabilities and strengthening their intention to pursue entrepreneurial activities. The study highlights the importance of integrating Generative AI into entrepreneurship teaching and learning through structured learning activities, opportunities for practical application, and responsible AI use. Such integration should focus not only on technology adoption but also on developing students’ entrepreneurial self-efficacy and learning outcomes.