From Generative AI-Supported Education to Student Entrepreneurial Performance: An Opportunity Recognition and AI Literacy Perspective through Male Students vs. Female Students

Abstract

The rapid integration of generative artificial intelligence (GenAI) into entrepreneurship education is creating new opportunities to enhance students’ entrepreneurial performance (EP). However, limited attention has been given to whether the benefits of generative AI-supported entrepreneurial education (GAISEE) differ between male and female students. This study examines the relationship between GAISEE and student EP by incorporating entrepreneurial opportunity recognition (EOR) as a mediator and entrepreneurial AI literacy as a moderator. Data was collected from 184 students through a structured questionnaire and analyzed using partial least squares structural equation modelling (PLS-SEM). The findings show that GAISEE significantly enhances EOR and student EP. EOR also provides a significant indirect pathway between GAISEE and student EP. Entrepreneurial AI literacy significantly strengthens the relationship between GAISEE and student EP, although its moderating effect on opportunity recognition is insignificant. Importantly, the multi-group analysis reveals a significant gender difference in the GAISEE–performance relationship. The relationship is stronger among male students (β = 0.342) than female students (β = 0.221), with a significant group difference (p=0.035). These findings highlight the importance of gender-sensitive and AI-literate entrepreneurship education.