Purpose This study investigates how the incorporation of Generative Artificial Intelligence (GenAI) in entrepreneurial education is correlated with students’ attitudes toward digital entrepreneurship and their digital entrepreneurial intention, while examining the moderating role of the university entrepreneurial climate. The research is grounded in the Theory of Planned Behavior and explores both the direct and indirect pathways linking AI-enhanced learning to entrepreneurial intention. Design/methodology/approach A moderated mediation model was developed and tested using survey data from 1,061 undergraduate students in Vietnam. The PROCESS macro was used to examine the mediating role of attitudes toward digital entrepreneurship and the moderating role of university entrepreneurial climate on the relationships between GenAI incorporation and digital entrepreneurial intention. Findings The results indicate that the incorporation of GenAI is positively related to students’ attitudes toward digital entrepreneurship, which significantly predicts their intention to engage in digital entrepreneurship. While a supportive university entrepreneurial climate strengthens the relationship between attitudes and intention, it weakens the direct role of GenAI incorporation on intention, indicating students in highly supportive environments may prioritize traditional experiential learning over AI-based learning alone. Practical implications This study provides actionable insights for educators and university leaders to strategically align GenAI-enhanced education with institutional entrepreneurial support systems strategically, ensuring maximum impact on students’ entrepreneurial development. Originality/value This study contributes to research on AI-driven entrepreneurship education by clarifying the mechanisms through which GenAI affects entrepreneurial intention and by highlighting the critical moderating role of the university entrepreneurial climate. It offers a novel integration of technology adoption, attitudinal development and institutional context within a single framework.
Cong Doanh Duong (2026) studied this question.