The growing integration of artificial intelligence (AI) across sectors has reshaped the entrepreneurial landscape, making AI literacy an essential competency for future entrepreneurs. This study examines how AI literacy influences digital entrepreneurial intention through perceived desirability and perceived feasibility, drawing upon the Entrepreneurial Event Model. It also investigates how technological and educational support moderate these relationships.
Data were collected from 1,061 Vietnamese university students using a structured survey. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the relationships among AI literacy, perceived desirability, perceived feasibility, and digital entrepreneurial intention, as well as the moderating effects of technological and educational support.
The results reveal that AI literacy significantly enhances perceived desirability and feasibility, both of which positively influence digital entrepreneurial intention. Technological and educational support strengthen the relationship between AI literacy and perceived feasibility but not desirability. These findings highlight the pivotal role of AI literacy and institutional support in fostering digital entrepreneurship.
The study underscores the importance of integrating AI literacy into entrepreneurship education and policy frameworks. Educational institutions and policymakers should provide AI-related training, technological infrastructure, and mentoring programs to promote students’ confidence and competence in AI-driven venture creation.
This study advances entrepreneurial intention research by integrating AI literacy into the Entrepreneurial Event Model and identifying contextual factors that shape its effects. It offers theoretical and practical insights into how emerging technological competencies drive digital entrepreneurship in higher education contexts.
