AI-Integrated Entrepreneurship Education and Entrepreneurial Learning Outcomes: The Sequential Role of Entrepreneurial and Creative Self-Efficacy

This study investigates how AI-related educational inputs convert into measurable entrepreneurial learning outcomes in higher education, examining the sequential psychological mechanisms through which AI literacy, perceived usefulness of AI-based pedagogical tools, and instructor AI integration quality activate entrepreneurial and creative self-efficacy. A quantitative cross-sectional survey was administered to a mixed sample of university students and instructors across higher education institutions with formally AI-integrated entrepreneurship curricula. Data were analyzed using a dual-method design combining PLS-SEM and fsQCA. PLS-SEM tested five hypotheses concerning direct and sequential self-efficacy-mediated pathways; fsQCA identified configurational pathways sufficient for high entrepreneurial learning outcomes. AI literacy emerged as the strongest predictor of entrepreneurial self-efficacy, followed by instructor AI integration quality and perceived usefulness of AI-based pedagogical tools. Sequential pathway from entrepreneurial self-efficacy to creative self-efficacy to entrepreneurial learning outcomes was fully supported, with the ESE-to-CSE path producing the strongest structural coefficient in the model.