Generative AI in Entrepreneurship Education: Enhancing Faculty's Instructional Design and Pedagogical Capacities

Abstract

Generative artificial intelligence (GenAI) is reshaping entrepreneurship education by supporting faculty in instructional design and pedagogical practice. This conceptual review integrates recent literature (2022-2025) to develop a theoretical framework examining how GenAI enhances faculty capacities across instructional design (course development, case creation, activity design, assessment) and pedagogical competencies (innovative teaching, personalization, reflective practice). Drawing on the Technology Acceptance Model, AI-TPACK framework, and entrepreneurship pedagogy literature, this study reconceptualizes GenAI as a capacity development mediator rather than merely an efficiency tool. While early experimental studies suggest potential time savings, realizing these benefits requires integration with professional judgment, as quality concerns—including fabricated citations and context adaptation needs—underscore the indispensable role of faculty expertise. Four key contributions emerge: (1) a dual-dimensional framework for GenAI-mediated capacity development; (2) identification of four distinct faculty adoption profiles requiring differentiated support; (3) critical challenges spanning academic integrity, ethics, digital equity, and training deficits; and (4) evidence-based multi-level intervention recommendations. This framework has significant implications for teacher education programs and institutional policies governing AI integration in entrepreneurship education.