The impact of artificial intelligence and digital literacy on entrepreneurial intention and behavior: The mediating role of self-efficacy and the moderating role of social support in academic environments

Document Type : Research Paper

Authors

1 Department of Educational Sciences, Urmia University, Urmia, Iran.

2 Department of Educational Sciences, Urmia University, Urmia, Iran

3 Department of Educational Sciences, University of Kurdistan, Sanandaj, Iran

10.22059/jed.2025.396673.654536

Abstract

ABSTRACT

Purpose: The aim of this study is to investigate the role of emerging technologies, especially artificial intelligence and digital literacy, in enhancing entrepreneurial intentions and behavior among graduate students in a university setting. Focusing on Urmia University as a conducive environment for the development of innovative businesses, this study designs and tests an integrated model in which the impact of technological variables on entrepreneurial constructs is explained through the mediating role of entrepreneurial self-efficacy and the moderating role of perceived social support. In this framework, the study shows that improving digital and technological capacities, along with strengthening psychological and social mechanisms, can pave the way for the formation and development of entrepreneurial tendencies and behaviors among graduate students.

Method: This applied study is descriptive-correlational in nature with a quantitative approach. The statistical population consisted of all master’s and doctoral students in the Faculty of Engineering and Electrical and Computer Engineering at Urmia University during the 2024–2025 academic year (N = 901). Using Cochran’s formula, the sample size was calculated as 269; to increase validity and compensate for potential attrition, 350 questionnaires were distributed, of which 300 valid questionnaires were returned (response rate = 85.7%). Sampling was performed via proportionate stratified random sampling based on degree level and major. Data collection instruments included six standardized and validated questionnaires: the AI Learning Intention Scale (AILIS; Chai et al., 2024), Digital Literacy (Martin, 2008), Entrepreneurial Behavior (Gio et al., 2020), Entrepreneurial Intention (Chen & Linan, 2009), Entrepreneurial Self-Efficacy (De Noble et al., 1999), and the Multidimensional Perceived Social Support Scale (Zimet et al., 1988). Data analysis was conducted using Structural Equation Modeling (SEM) with SPSS version 26 and AMOS version 26.

Findings: The SEM results indicated that artificial intelligence and digital literacy have significant positive direct effects on entrepreneurial intention and entrepreneurial behavior. Entrepreneurial self-efficacy plays a significant mediating role in the relationship between technological variables and entrepreneurial outcomes; higher levels of self-efficacy strengthen the impact of AI and digital literacy on these outcomes. In addition, perceived social support positively and significantly moderated the relationship between digital literacy and entrepreneurial self-efficacy—meaning that at higher levels of social support, the positive effect of digital literacy on students’ entrepreneurial self-efficacy is enhanced. However, the moderating role of perceived social support in the relationship between artificial intelligence and entrepreneurial self-efficacy was not significant.

Conclusion: The findings of this research underscore the fundamental and multifaceted importance of emerging technologies in developing entrepreneurial capacities within university environments. Empowering students in the applications of artificial intelligence and enhancing their digital literacy—when accompanied by strengthening self-efficacy beliefs and creating supportive networks—can significantly lead to the development of entrepreneurial intention and behavior and ultimately the formation of innovative ventures in the university ecosystem. These results necessitate a strategic revision of university policies and educational programs. Practical recommendations include designing and implementing interactive and project-based courses in AI and digital literacy; holding skill-building workshops focused on various dimensions of entrepreneurial self-efficacy; establishing and supporting technology incubators and accelerators; and developing active communication and support networks among students, faculty, and entrepreneurship support institutions. By elucidating the psychological and social mechanisms that influence digital entrepreneurship development, this study provides a theoretical and practical framework for future research and evidence-based decision-making by educational policymakers in university ecosystems.

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References

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Journal of Entrepreneurship Development
Volume 18, Issue 5
February 2026
Pages 1-29

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