Integrating Generative Artificial Intelligence (GenAI) into Entrepreneurship Education (EE) to Improve Engagement, Higher-Order Thinking, and Entrepreneurial Competencies: A Systematic Literature Review
DOI:
https://doi.org/10.31033/IJEMR/16.4.2026.1943Keywords:
Generative Artificial Intelligence (GenAI), Entrepreneurship Education, AI-Assisted Learning, Human–AI Complementarity, Entrepreneurial Competencies, Systematic Literature Review, Algorithmic Bias, Hallucination RiskAbstract
This systematic literature review (SLR) examines the integration of Generative Artificial Intelligence (GenAI) into entrepreneurship education (EE) from 2021 to 2025, following the PRISMA 2020 framework. Analyzing 34 selected studies, the review addresses four research questions concerning learner engagement and motivation, higher-order thinking, stakeholder perceptions, and entrepreneurial competency development. Findings indicate that GenAI tools-including ChatGPT, Gemini, and other large language models (LLMs)-can meaningfully enhance creative ideation, reflective learning, and opportunity-recognition skills. Simultaneously, the evidence reveals significant concerns regarding algorithmic bias, hallucination risks, data governance, academic integrity, and educator unpreparedness. Critical discussion of contradictory findings reveals that motivational benefits are contingent on pedagogical scaffolding, and that uncritical reliance on AI outputs may impede deep cognitive development. The review concludes that GenAI should function as a cognitively active learning partner rather than a content substitute, and recommends further longitudinal empirical research to evaluate sustainable integration outcomes.
Downloads
References
C. D. Duong, & T. H. Nguyen. (2024). How ChatGPT adoption stimulates digital entrepreneurship: A stimulus-organism-response perspective. The International Journal of Management Education, 22(3), 101019. Available: https://doi.org/10.1016/j.ijme.2024.101019
C. Winkler, B. Hammoda, E. Noyes, & M. Van Gelderen. (2023). Entrepreneurship education at the dawn of generative artificial intelligence. Entrepreneurship Education and Pedagogy, 6(4), 579–589. Available: https://doi.org/10.1177/25151274231198799
R. Bell, & H. Bell. (2023). Entrepreneurship education in the era of generative artificial intelligence. Entrepreneurship Education, 6(3), 229–244. Available: https://doi.org/10.1007/s41959-023-00099-x
Y. K. Dwivedi. (2025). Generative artificial intelligence (GenAI) in entrepreneurial education and practice: Emerging insights, the GAIN framework, and research agenda. International Entrepreneurship and Management Journal, 21, 82. Available: https://doi.org/10.1007/s11365-025-01089-2
Y. K. Dwivedi et al. (2023). Opinion paper: 'So what if ChatGPT wrote it?' Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. Available: https://doi.org/10.1016/j.ijinfomgt.2023.102642
L. Chen, D. Ifenthaler, J. Y.-K. Yau, & W. Sun. (2024). Artificial intelligence in entrepreneurship education: A scoping review. Education + Training, 66(6), 589–608. Available: https://doi.org/10.1108/ET-05-2023-0169
M. J. Page et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. Available: https://doi.org/10.1136/bmj.n71
C. Zhai, S. Wibowo, & L. D. Li. (2024). The effects of over-reliance on AI dialogue systems on students' cognitive abilities: A systematic review. Smart Learning Environments, 11, 28. Available: https://doi.org/10.1186/s40561-024-00316-7
D. R. E. Cotton, P. A. Cotton, & J. R. Shipway. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. Available: https://doi.org/10.1080/14703297.2023.2190148
A. Namoun et al. (2024). Generative artificial intelligence in education: An umbrella review of applications and challenges. Research Square. Available: https://doi.org/10.21203/rs.3.rs-4892155/v2
A. Kusetogullari, H. Kusetogullari, M. Andersson, & T. Gorschek. (2025). GenAI in entrepreneurship: A systematic review of generative artificial intelligence in entrepreneurship research-Current issues and future directions. arXiv preprint arXiv:2505.05523. Available: https://arxiv.org/abs/2505.05523
M. Gupta, & M. Singh. (2024). The impact of artificial intelligence for advancement in entrepreneurial education. Journal of Innovation in Educational and Social Research, 2(8), 1–12.
T. G. Olatunde-Aiyedun, I. A. Ojelade, & B. G. Aregbesola. (2024). AI training in science education for educational entrepreneurship. Journal of Innovation in Educational and Social Research, 2(8), 1–12. Available: https://doi.org/10.2139/ssrn.4922652
D. Baidoo-Anu, & L. Owusu Ansah. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62. Available: https://doi.org/10.2139/ssrn.4337484
J. Su, & W. Yang. (2023). Unlocking the power of ChatGPT: A framework for applying generative AI in education. ECNU Review of Education, 6(3), 355–366. Available: https://doi.org/10.1177/20965311231168423
W. Suprobo, N. S. Basuki, & N. Nurasiah. (2025). A systematic literature review: Impact of generative AI as technology to learning in higher education. Khazanah Informatika Jurnal Ilmu Komputer dan Informatika, 10(2), 135–142. Available: https://doi.org/10.23917/khif.v10i2.3056
D. Pastarmadzhieva, & M. Angelova. (2025). The impact of AI on entrepreneurship education," Changes, 15, 16. Available: https://www.researchgate.net/publication/390170146
T. Somia, & M. Vecchiarini. (2024). Navigating the new frontier: The impact of artificial intelligence on students' entrepreneurial competencies. International Journal of Entrepreneurial Behaviour & Research, 30(11), 236–260. Available: https://doi.org/10.1108/IJEBR-08-2023-0788
C. E. George-Reyes, E. Vilhunen, R. Avello-Martínez, & E. López-Caudana. (2024). Developing scientific entrepreneurship and complex thinking skills: Creating narrative scripts using ChatGPT. Frontiers in Education, 9. Available: https://doi.org/10.3389/feduc.2024.1378564
Q. Lang, S. Tian, M. Wang, & J. Wang. (2024). Exploring the answering capability of large language models in addressing complex knowledge in entrepreneurship education. IEEE Transactions on Learning Technologies, 17, pp. 2053–2062. Available: https://doi.org/10.1109/TLT.2024.3456128
H. Theelen, A. Van den Beemt, & P. Den Brok. (2024). Generative AI tools in higher education: Simulated case studies for experiential learning and reflective practice. Computers & Education, 205, 104899.
L. Giray, A. Cruz, & J. Dela Cruz. (2024). Generative AI in entrepreneurship education: Scenario-based learning and strategic reasoning. Journal of Entrepreneurship and Technology Innovation, 3(1), 45–61.
D. Chalmers, N. G. MacKenzie, & S. Carter. (2023). Generative AI and opportunity identification in entrepreneurial ecosystems. Journal of Business Venturing Insights, 20, e00401.
I. D. Sudirman, & I. Rahmatillah. (2023). Artificial intelligence-assisted discovery learning: An educational experience for entrepreneurship students using ChatGPT. in IEEE World AI IoT Congress (AIIoT), pp. 786–791. Available: https://doi.org/10.1109/AIIoT58121.2023.10174472
R. Shneor. (2023). Entrepreneurial ideation in the age of AI: Divergent thinking, creative prompts, and GenAI-supported learning. Journal of Entrepreneurship and Innovation in Education, 2(1), 34–48.
N. Selwyn. (2022). Education and technology: Key issues and debates. (3rd ed.). London: Bloomsbury Academic.
J. A. Darnell, & S. Gopalkrishnan. (2024). Entrepreneurship teaching exercises: Integrating generative AI. Discover Education, 3(1). Available: https://doi.org/10.1007/s44217-024-00261-0
C. Mueller-Saegebrecht, & M. Lippert. (2024). Teaching business model innovation with ChatGPT-4: Toward a generative AI-enhanced entrepreneurship education. Entrepreneurship Education and Pedagogy. Available: https://doi.org/10.1177/25151274241238252
J. B. R. Ilagan, J. R. S. Ilagan, & M. M. T. Rodrigo. (2024). Ethical education data mining framework for analysing and evaluating large language model-based conversational intelligent tutoring systems for management and entrepreneurship courses. in Lecture Notes in Networks and Systems, pp. 61–71. Available: https://doi.org/10.1007/978-981-97-4581-4_6
G. Biesta. (2022). World-centred education: A view for the present. London: Routledge. Available: https://doi.org/10.4324/9781003196419
L. W. Anderson, & D. R. Krathwohl Eds. (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom's educational objectives. New York: Longman, 2001.
E. L. Deci, & R. M. Ryan. (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. Available: https://doi.org/10.1207/S15327965PLI1104_01
F. D. Davis. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. Available: https://doi.org/10.2307/249008
C. D. Duong, T. H. Nguyen, T. V. Chu, T. V. Pham, & N. D. Do. (2024). Whether ChatGPT adoption inspires higher education students' digital entrepreneurial intention? An integrated model of the SCCT and the TPB. International Journal of Innovation Science. Available: https://doi.org/10.1108/IJIS-01-2024-0020
C. D. Duong. (2024). ChatGPT adoption and digital entrepreneurial intentions: An empirical research based on the theory of planned behavior. Entrepreneurial Business and Economics Review, 12(2), 129–142. Available: https://doi.org/10.15678/EBER.2024.120208
D. M. Townsend, & R. A. Hunt. (2019). Entrepreneurial action, creativity, and judgment in the age of artificial intelligence. Journal of Business Venturing Insights, 11, e00126. Available: https://doi.org/10.1016/j.jbvi.2019.e00126
J. Xu, Y. Li, & R. Shadiev, et al. (2025). College students' use behaviour of generative AI and its influencing factors under the unified theory of acceptance and use of technology model. Education and Information Technologies. Available: https://doi.org/10.1007/s10639-025-13508-6
M. Vecchiarini, & T. Somia. (2023). Redefining entrepreneurship education in the age of artificial intelligence: An explorative analysis. The International Journal of Management Education, 21(3), 100879. Available: https://doi.org/10.1016/j.ijme.2023.100879
W. M. Lim, A. Gunasekara, J. L. Pallant, J. I. Pallant, & E. Pechenkina. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), 100790. Available: https://doi.org/10.1016/j.ijme.2023.100790
M. Thanasi-Boce, & J. Hoxha. (2024). From ideas to ventures: Building entrepreneurship knowledge with LLM, prompt engineering, and conversational agents. Education and Information Technologies, 29, 24309–24365. Available: https://doi.org/10.1007/s10639-024-12775-z
D. Chalmers, N. G. MacKenzie, & S. Carter. (2021). Artificial intelligence and entrepreneurship: Implications for venture creation in the fourth industrial revolution. Entrepreneurship Theory and Practice, 45(5), 1028–1053. Available: https://doi.org/10.1177/1042258720934581
A. Ghimire, J. Pather, & J. Edwards. (2024). Generative AI in education: A study of educators' awareness, sentiments, and influencing factors. in IEEE Frontiers in Education Conference (FIE), pp. 1–9. Available: https://doi.org/10.1109/FIE61694.2024.10892891
M. Bilal, A. Siddique, M. Tahir, & M. Shahzad. (2023). Leveraging ChatGPT for business education: Potential, challenges, and the road ahead. International Journal of Management Education, 21(2), 100815. Available: https://doi.org/10.1016/j.ijme.2023.100815
H. N. Bui, & C. D. Duong. (2024). ChatGPT adoption in entrepreneurship and digital entrepreneurial intention: A moderated mediation model of technostress and digital entrepreneurial self-efficacy. Equilibrium. Quarterly Journal of Economics and Economic Policy, 19(2), 391–428. Available: https://doi.org/10.24136/eq.3074
A. C. Gonçalves, M. J. Sousa, & R. Cruz. (2017). Designing higher education digital course to boost entrepreneurship competencies. in EDULEARN Proceedings, 1, pp. 5178–5184. Available: https://doi.org/10.21125/edulearn.2017.2157
World Economic Forum. (20210. The future of jobs report 2021. Available: https://www.weforum.org/reports/the-future-of-jobs-report-2021
J. Ngwenya. (2024). Learning with generative artificial intelligence in collaborative problem solving: A teaching and learning framework for entrepreneurship education. Master's Thesis, University of Oulu, Oulu, Finland. Available: https://oulurepo.oulu.fi/bitstream/handle/10024/49976/nbnfioulu-202405263942.pdf
O. Noroozi, S. Soleimani, M. Farrokhnia, & S. K. Banihashem. (2024). Generative AI in education: Pedagogical, theoretical, and methodological perspectives. International Journal of Technology in Education, 7(3), 373–385. Available: https://doi.org/10.46328/ijte.845
V. Gupta. (2024). An empirical evaluation of a generative artificial intelligence technology adoption model from entrepreneurs' perspectives. Systems, 12(3), 103. Available: https://doi.org/10.3390/systems12030103
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Tashneen Bhullar, Dr. M. Chitra, Dr. Komal Sehrawat, Dr. Shivangi Diksit, Dr. Gaytri Devi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Research Articles in 'International Journal of Engineering and Management Research' are Open Access articles published under the Creative Commons CC BY License Creative Commons Attribution 4.0 International License http://creativecommons.org/licenses/by/4.0/. This license allows you to share – copy and redistribute the material in any medium or format. Adapt – remix, transform, and build upon the material for any purpose, even commercially.
