Abstract:

The integration of artificial intelligence in higher education highlights the need to equip students with advanced digital competencies that enhance their employability and capacity to develop innovative initiatives. The aim of this study was to analyse the relationship between artificial intelligence literacy and university students’ entrepreneurial intention, incorporating entrepreneurial self-efficacy and entrepreneurial identity aspiration as mediating variables. The study is grounded in evidence showing that technological knowledge strengthens key entrepreneurial competencies, including creativity, innovation, decision-making and risk-taking, and responds to the need to develop educational models aligned with the digital transformation processes in higher education institutions.

The research adopted a quantitative intervention-based design grounded in active learning principles, problem-based inquiry and the flipped classroom model. The study is structured into three phases. First, the target population will be identified and validated psychometric instruments will be administered to measure artificial intelligence literacy, entrepreneurial self-efficacy, entrepreneurial identity aspiration and entrepreneurial intention. Second, a classroom-based intervention will be implemented focusing on the practical use of artificial intelligence tools through applied activities, case studies and an intensive training programme. Finally, statistical analyses will be conducted to test the proposed mediation model and to assess the achievement of the project objectives. Evaluation procedures include validated questionnaires and content analysis, ensuring the reliability and validity of the assessment process.

The study is expected to provide empirical evidence on the impact of artificial intelligence literacy on strengthening university students’ entrepreneurial intention. The model will allow identification of the mediating role of self-efficacy and entrepreneurial identity aspiration, offering indicators related to the development of transversal competencies associated with digital entrepreneurship. Additionally, improvements are anticipated in student motivation, in their ability to critically integrate emerging technologies and in their willingness to develop innovative projects aligned with real professional contexts. The results will facilitate knowledge transfer through academic dissemination and training activities.

These findings constitute an innovative teaching proposal that integrates critical digital literacy and entrepreneurial education through a systematic, assessable and transferable approach. The project design promotes the development of key competencies required to face complex professional environments and contributes to consolidating an entrepreneurial culture in higher education. The scalable nature of the model allows its implementation across diverse degree programmes, reinforcing university digital transformation and strengthening the link between academic training, employability and social innovation.

Keywords:

Self-efficacy, entrepreneurial education, artificial intelligence, entrepreneurial intention, university.