Reinventing entrepreneurial education through AI: A systematic review of the literature on emerging pedagogical approaches and entrepreneurial skills

Abstract

This systematic literature review, rigorously conducted according to the PRISMA protocol and based on a thematic analysis of sixteen empirical studies indexed in Scopus between 2020 and 2025, aimed to dissect the mechanisms of integration of artificial intelligence (AI) and digital technologies in the context of entrepreneurial education in universities. The results highlight a profound pedagogical shift, with AI facilitating the emergence of personalized learning devices and simulated environments (such as chatbots and virtual reality), which contribute positively to strengthening students' creativity, self-efficacy, and entrepreneurial intentions. Nevertheless, the study reveals a fundamental point of vigilance: the unregulated use of these tools can potentially compromise the development of critical thinking, adding to the major challenges of unequal access, a lack of preparation among teaching staff, and the absence of clearly defined ethical frameworks. Given this complexity, successful adoption depends on the mobilization of the triple helix model (universities, businesses, public authorities). The originality and value of this synthesis lie in its ability to offer a structured and up-to-date map of the transformations it has brought about. From a resolutely humanized perspective, it highlights the imperative of a balanced approach that combines technological innovation with humanistic pedagogy, offering concrete and informed recommendations for practitioners, policy makers, and the research community to navigate this new era.