The Influence of Entrepreneurial Education on AI-Based Expectancies and Entrepreneurial Intention Among Digital Natives Glory Aguzman, Lorio Purnomo, Pantri Heriyati, Anggha Dipa Pratama, Richel Lamadrid
Binus Entrepreneurship Centre, Management, Binus Business School, Binus University, Jakarta, Indonesia
Abstract
This paper examines the link between entrepreneurship training, artificial intelligence (AI) uptake, and the intent to start a business among today^s digitally native learners. Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), it tests whether performance expectancy and effort expectancy mediate these relationships. Surveys were distributed to university students enrolled in entrepreneurship subject, and the resulting data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) from 133 respondents. Sustainable Development Goal 4: Quality Education which aims to ensure every learner is provided access to rigorous education alongside opportunities that equip them with relevant business and technological skills. Findings show that entrepreneurship training significantly boosts both AI usage and performance expectations, and the latter, in turn, strongly elevates entrepreneurial intent. By contrast, effort expectancy fails to exert any significant mediating effect. These results suggest that learners care more about the potential benefits and outcomes of using a tool than about how easy it is to operate. The study contributes to extending UTAUT into the field of entrepreneurship education and offers practical guidance for embedding value-oriented, technology-based projects-particularly involving AI-within entrepreneurship curricula. This integration is essential to equip future graduates with the mindset and tools needed to thrive in an increasingly digital and innovation-driven economy.
