AI-enabled learning practices in higher education
A motivational-cognitive pathway to sustainable entrepreneurial competence
Bibliographic Data
| ID | 22240185 |
|---|---|
| Authors | Phu Hoai Huynh Nguyen (0009-0006-8586-2858, FPT University, corresponding author), Nguyen Trong Luan (0000-0002-3489-1628, FPT University, corresponding author) |
| Year | 2026 |
| Volume | 12 |
| Pages | 102012 |
| Publication date | 2026-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sustainable Futures (JOURNAL) |
| Journal identifiers | ISSN: 2666-1888 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.sftr.2026.102012 |
| OpenAlex | W7167624356 |
| Language | EN |
| References cited | 24 |
Artificial intelligence (AI) is increasingly embedded in higher education, yet much of the existing literature continues to explain its role mainly through technology adoption and acceptance perspectives. Addressing this limitation, this study examines how AI-enabled learning practices are associated with sustainable entrepreneurial competence through a motivational–cognitive framework involving autonomy, competence, cognitive engagement, and creative thinking, while also testing the moderating roles of AI self-efficacy and trust in AI. A quantitative cross-sectional survey was conducted with 263 university students, and the data were analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that AI-enabled learning practices were positively associated with autonomy and competence, both of which were positively associated with cognitive engagement. Cognitive engagement was further positively associated with creative thinking, which in turn was positively associated with sustainable entrepreneurial competence. Although the direct effect of AI-enabled learning practices on sustainable entrepreneurial competence was not significant, the indirect and sequential indirect effects were significant, indicating that the relationship operates primarily through motivational and cognitive processes. The moderating effects of AI self-efficacy and trust in AI were not supported. These findings suggest that the educational value of AI in higher education lies less in directly producing competence and more in creating learning conditions that support students’ psychological need satisfaction, deeper engagement, and creative problem-solving
Competence (human resources) · Entrepreneurship · Experiential learning · Work (physics) · AI in Service Interactions · E-Learning and Knowledge Management · Educational Leadership and Innovation
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| Highly cited | No |
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