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Generative Artificial Intelligence (GenAI) is rapidly reshaping the higher education landscape. While debates continue over the appropriateness of GenAI in teaching and learning, this paper shifts the focus toward its practical application in entrepreneurship education (EE). It examines how GenAI can be meaningfully embedded into curriculum design to develop and sustain students' critical thinking. Central to this argument is the claim that reflective learning, when deliberately scaffolded, is a pivotal pedagogical strategy to uphold critical engagement with GenAI. Drawing on an intervention-based case study at an Australian higher education institution, the paper details the implementation of GenAI in an introductory entrepreneurship unit. Data include structured reflections from 147 students, educator reflections, and course material. The findings show that scaffolded reflective learning, progressively introduced at the individual, group, and class levels, supports critical thinking, while also enhancing student autonomy and leadership in GenAI use. It further facilitates ethical and contextual awareness that extends beyond academic settings, enabling what we term as “ethical” knowledge transfer into students’ future careers. Accordingly, the paper proposes a multi-level reflective framework encompassing student, group/class, and educator reflections to guide effective GenAI integration in EE, positioning critical ethical discernment as a core competence in AI-augmented professional practice.
Liyanagamage et al. (Thu,) studied this question.