Artificial Intelligence Literacy and Entrepreneurial Intentions Among University Students in Pakistan

Abstract

The aim of this study is to examine the role of artificial intelligence (AI) literacy in predicting entrepreneurial intentions among university students in Pakistan. Based on social cognitive theory and the technology acceptance model, four AI-related dimensions were examined: AI Knowledge (AIK), AI Usage Competency (AIU), Perceived Usefulness of AI (PUA), and AI Self-Efficacy (AISE). A quantitative cross-sectional survey design was used, and data were collected from 400 university students through convenience sampling. The instrument consisted of 26 Likert-scale items adapted from established measures; a pilot test assessed wording clarity, and reliability analysis assessed internal consistency. Multiple regression analysis using IBM SPSS showed that all four dimensions significantly and positively predicted entrepreneurial intentions, accounting for 62.7% of the variance (R² = .627, F(4, 395) = 167.582, p < .001). AI Self-Efficacy emerged as the strongest predictor among the four variables included in the model (β = .389, p < .001), followed by AI Usage Competency (β = .221, p < .001), Perceived Usefulness of AI (β = .197, p < .001), and AI Knowledge (β = .183, p < .001). The results indicate that AI competence and confidence are positively associated with entrepreneurial intentions among university students. The findings support the careful integration of applied AI learning into entrepreneurship education while remaining subject to the limitations of a cross-sectional, self-report design.