Generative AI adoption in higher education. Knowledge management perspective on application, acquisition and entrepreneurial skill development

Abstract

Purpose The purpose of this study is to examine how students’ adoption of AI is associated with their knowledge acquisition and application, which is further related to their entrepreneurial skill development and entrepreneurial intentions. This study used technological self-efficacy and entrepreneurial competencies as moderator variables. Design/methodology/approach The data is collected from 295 students from 15 developing and developed nations. This study constructed an empirical model, which was tested using the covariance-based structure equation modelling approach, grounded in knowledge-based view approach. Findings This study found a positive association between students’ Gen AI adoption and their knowledge acquisition and application. Students’ knowledge acquisition using Gen AI is significantly associated with their entrepreneurial skills development and entrepreneurial intentions, but applying Gen AI knowledge is only associated with entrepreneurial skill development. Notably, entrepreneurial competency emerged as a significant moderator, amplifying the effects of adoption on both knowledge acquisition and application. At the same time, technological self-efficacy strengthened students’ ability to convert adoption into applied knowledge. Practical implications These findings strengthen knowledge-based view by showing that knowledge creation through digital technologies is not solely dependent on access to advanced tools but also contingent upon individual-level competencies that facilitate exploration, opportunity recognition and utilization. Originality/value This study provides evidence that Gen AI adoption can serve as a dynamic knowledge resource for students when complemented by their entrepreneurial competencies and technological self-efficacy.