Youths in South Africa face extreme joblessness, with over 60% unemployed, including those discouraged from searching. Years of government efforts have done little to fix the problem through traditional business training programmes. However, something new is stirring. As artificial intelligence enters classrooms and learning spaces, new possibilities are emerging. The study aimed to examine the contribution to the emerging scholarship on the intersection of AI, entrepreneurship education, and youth economic development in South Africa by combining these. The study employed the Mixed Methods Appraisal Tool by Hong et al. (2018). The study sourced its data from databases such as Web of Science, Scopus, ERIC, Google Scholar and SABINET, as well as targeted access to unpublished materials. Thematic analysis revealed that a software programme that adapts to how students learn stands out, and teaching enterprise skills in South African schools shows mixed success. The studies revealed that not every young person has the same chance, and even access to tech is limited for many, especially those outside cities. According to studies, there are disparities in internet speed, devices, and support that impede progress, that automated systems frequently have hidden biases, and that algorithms created abroad are too likely to overlook local context. The paper concluded that AI-powered entrepreneurship education has significant, evidence-supported potential to enhance youth job creation in South Africa; however, it is embedded within a comprehensive policy ecosystem that tackles infrastructure inequality, promotes locally developed AI solutions, and prioritises the psychosocial and cultural dimensions of entrepreneurial identity formation.
Isaac Msughter Peter (Sat,) studied this question.
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