Exploring the Integration of Generative AI in Entrepreneurship Education Pedagogical and Ethical Dimensions : Case Study in a Finnish University of Applied Sciences
Khavasi, Aliasghar (2025)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202504176944
https://urn.fi/URN:NBN:fi:amk-202504176944
Tiivistelmä
This thesis explores the integration of Generative AI (G-AI) into entrepreneurship education at Centria University of Applied Sciences (Centria AMK). It examines how G-AI may be utilized to enhance student engagement, entrepreneurial thinking, and problem-solving abilities in vocational education. Portions of the this research report have the underlying of two previously published articles referenced in the text. These articles presented focused findings related to the frameworks and preliminary outcomes of implementing G-AI. The current thesis builds upon those foundations, providing a more comprehensive view of the pedagogical frameworks, methodologies, and detailed results that were only other aspects of it are briefly highlighted in the articles.
A qualitative case study methodology was employed, focusing on two distinct course settings. One setting emphasized integration of Entrepreneurship Education, the ABC Method, and G-AI as a Companion, while the other centered on integrating of Productive Failure, FLIP Learning, the ABC Method, and G-AI as a Companion. Drawing on established pedagogical frameworks such as Productive Failure, FLIP Learning, and the ABC Lesson Planning Method, this research integrates G-AI as a supportive companion in the learning process.
The findings, derived from thematic analysis of student assignments, G-AI interaction logs, classroom observations, and group discussions, suggest that incorporating G-AI contributed to promoting innovation, risk-taking, adaptability, and entrepreneurial mindsets. In particular, the study’s results, complementing and extending those reported in the two published articles, indicate that G-AI can provide immediate, expert-like feedback and encourage students to refine their strategies in realistic start-up scenarios. Nevertheless, the study also identifies challenges such as the potential for over-reliance on AI tools and ethical considerations related to plagiarism and data privacy.
This thesis suggests that G-AI holds potential to transform entrepreneurship education by promoting engagement, innovation, and critical thinking. It underscores the importance of addressing ethical concerns and ensuring that AI-enhanced learning maintains a balance between technological support and human-driven reasoning. By synthesizing insights from the published articles and additional, in-depth analyses presented here, the thesis offers recommendations for educators, policymakers, and researchers who aim to integrate G-AI into vocational education.
A qualitative case study methodology was employed, focusing on two distinct course settings. One setting emphasized integration of Entrepreneurship Education, the ABC Method, and G-AI as a Companion, while the other centered on integrating of Productive Failure, FLIP Learning, the ABC Method, and G-AI as a Companion. Drawing on established pedagogical frameworks such as Productive Failure, FLIP Learning, and the ABC Lesson Planning Method, this research integrates G-AI as a supportive companion in the learning process.
The findings, derived from thematic analysis of student assignments, G-AI interaction logs, classroom observations, and group discussions, suggest that incorporating G-AI contributed to promoting innovation, risk-taking, adaptability, and entrepreneurial mindsets. In particular, the study’s results, complementing and extending those reported in the two published articles, indicate that G-AI can provide immediate, expert-like feedback and encourage students to refine their strategies in realistic start-up scenarios. Nevertheless, the study also identifies challenges such as the potential for over-reliance on AI tools and ethical considerations related to plagiarism and data privacy.
This thesis suggests that G-AI holds potential to transform entrepreneurship education by promoting engagement, innovation, and critical thinking. It underscores the importance of addressing ethical concerns and ensuring that AI-enhanced learning maintains a balance between technological support and human-driven reasoning. By synthesizing insights from the published articles and additional, in-depth analyses presented here, the thesis offers recommendations for educators, policymakers, and researchers who aim to integrate G-AI into vocational education.