This study aims to examine how a blended learning model integrating artificial intelligence and innovative pedagogies in contexts of economic resilience can enhance collaborative entrepreneurial awareness. This study also proposes the development of an ontological model to formalize the instructional design of AI-based hybrid courses and improve their reusability and adaptability across educational contexts.
The course was designed using the ADDIE framework and delivered in a hybrid format combining AI-supported online learning with interactive pedagogical activities. An ontological model was developed to structure key instructional elements, including pedagogical strategies, and AI tools. The evaluation is based on a quantitative survey of students in Lebanon and Tunisia. Indicators measured conceptual learning, technology use, critical AI engagement and perceptions of the hybrid learning design.
The results of this study show strong learning outcomes and positive perceptions of the instructional design. About 80%–90% of students demonstrated a clear understanding of core concepts and the ability to apply them, particularly valuing examples and multimodal resources. The hybrid approach was also widely perceived as effective, with over 70% reporting improvements in learning management and course structure. Results were consistent across both countries, confirming the cross-context adaptability of the HyAIDesign model and the value of the ontological framework.
The model supports critical AI engagement, self-regulated learning and simulation-based entrepreneurial training through LMS environments. Its implementation requires institutional alignment in teaching, assessment and governance.
This study demonstrates how AI-supported hybrid education can strengthen entrepreneurial awareness while introducing an ontological framework that enhances the scalability and transferability of hybrid course design.
