Entrepreneurial education and higher education students’ e-entrepreneurial intention - a moderated mediation model of generative AI incorporation and e-entrepreneurial self-efficacy

Oct 22, 2026

Uploaded by Bintang

Purpose: investigate how entrepreneurship education shapes e-entrepreneurial intention via e-entrepreneurial self-efficacy, while treating generative AI incorporation as a moderating factor. Design/methodology/approach: quantitative survey of 504 university students in Vietnam, using the PROCESS macro to test mediation and moderation within a stimulus-organism-response framework. Findings: entrepreneurship education boosts e-entrepreneurial self-efficacy and intention; self-efficacy mediates the education–intention link; generative AI strengthens effects directly and indirectly. Practical implications: embed generative AI tools and entrepreneurship-focused training to improve students’ digital entrepreneurial skills.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Introduction

Research purpose and framework

Entrepreneurship education and e-entrepreneurial intention

E-entrepreneurship and key challenges

The current issue and full text archive of this journal is available on Emerald Insight at: [https://www.emerald.com/insight/2042-3896.htm](https://www.emerald.com/insight/2042-3896.htm) HESWBL 15,5 1024 Received 17 December 2024 Revised 2 February 2025 29 May 2025 Accepted 4 June 2025 Higher Education, Skills and WorkBased Learning Vol. 15 No. 5, 2025 pp. 1024-1048 © Emerald Publishing Limited e-ISSN: 2042-390X p-ISSN: 2042-3896 DOI 10.1108/HESWBL-12-2024-0390 Entrepreneurial education and higher education students’ e-entrepreneurial intention: a moderated mediation model of generative AI incorporation and e-entrepreneurial self-efficacy Cong Doanh Duong and Trong Nghia Vu National Economics University, Hanoi, Vietnam Abstract Purpose – This study investigates how entrepreneurship education influences e-entrepreneurial intention through e-entrepreneurial self-efficacy, with generative artificial intelligence incorporation as a moderating factor. The study uses the stimulus-organism-response (SOR) framework to comprehensively understand the relationship between educational, psychological and technological factors in fostering e-entrepreneurship among university students. Design/methodology/approach – A quantitative study was conducted using survey data collected from 504 university students in Vietnam. The PROCESS macro was employed to test the mediating role of e-entrepreneurial self-efficacy and the moderating effect of generative artificial intelligence incorporation on the relationships among entrepreneurship education, e-entrepreneurial self-efficacy and intention. Findings – The results demonstrate that entrepreneurship education significantly influences bothe-entrepreneurial self-efficacy and intention. E-entrepreneurial self-efficacy mediates the relationship between entrepreneurship education and intention. Generative artificial intelligence incorporation amplifies the effects of entrepreneurship education and e-entrepreneurial self-efficacy on intention, both directly and indirectly, highlighting its role as a transformative driver in e-entrepreneurship. Practical implications – The findings suggest that integrating generative artificial intelligence tools and entrepreneurship-focused education into training programs can enhance students’ digital entrepreneurial skills. Policymakers and educators should develop strategies to foster digital literacy and entrepreneurial competence to prepare students for technology-driven business environments. Originality/value – This study contributes to the literature by extending the stimulus-organism-response framework to e-entrepreneurship. It uniquely integrates educational, psychological and technological factors, offering new insights into the mechanisms that foster e-entrepreneurial intention in emerging markets. Keywords Entrepreneurship education, E-entrepreneurial self-efficacy, Generative AI incorporation, E-entrepreneurial intention Paper type Research paper 1. Introduction Entrepreneurship has been a central economic and social development focus, contributing significantly to innovation, job creation, and economic progress (Shahzad and Xu, 2024; Lerner et al., 2018; Morgan and Sisak, 2016) . It is regarded as a driving force that helps economies adapt to changes, address unemployment, and generate wealth (Gartner et al., 2010) . Entrepreneurs play a key role in identifying opportunities, mobilizing resources, and developing solutions that meet market needs (Tucker et al., 2021) . While traditional entrepreneurship has been extensively studied, the emergence of digital technologies has introduced new opportunities and challenges (Tekic et al., 2023; Al Halbusi et al., 2023) . Digital transformation has shifted the landscape of entrepreneurship, enabling businesses to operate efficiently through online platforms (Bui and Duong, 2024) . However, there is a lack of empirical research on how this shift impacts entrepreneurial i

FAQs

How does entrepreneurship education affect e-entrepreneurial intention in this study?

Entrepreneurship education significantly increases both e-entrepreneurial self-efficacy and e-entrepreneurial intention. Self-efficacy mediates the relationship between education and intention.

What role does generative AI incorporation play?

Generative AI incorporation amplifies the effects of entrepreneurship education and e-entrepreneurial self-efficacy on intention, acting both directly and indirectly.

What methodology was used to test the proposed model?

The study uses survey data from 504 Vietnamese university students and applies the PROCESS macro to examine mediating and moderating effects within a stimulus-organism-response framework.

Oct 22, 2026

Uploaded by Bintang