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Perceived Barriers of Gen AI Integration in Entrepreneurship Education: Implications for Information Systems Scholars and Practitioners
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Author(s): Intesar Almugren (Department of Teaching and learning, College of Education and Human Development, Princess Nourah bint Abdulrahman University, Saudi Arabia), Abhishek Bhushan Singhal (Institute of Management Studies (IMS) Ghaziabad - B School, India), Rekha Attri (Jaipuria Institute of Management, Indore, India), Gábor Szabó-Szentgróti (Széchenyi István University, Hungary)and Armando Papa (University of Salerno, Italy & Gnosis: Mediterranean Institute for Management Science, School of Business, University of Nicosia, Cyprus & Corvinus Institute for Advanced Studies (CIAS), Corvinus University of Budapest, Hungary)
Copyright: 2026
Volume: 34
Issue: 1
Pages: 33
Source title:
Journal of Global Information Management (JGIM)
Editor(s)-in-Chief: Zuopeng (Justin) Zhang (University of North Florida, USA)
DOI: 10.4018/JGIM.400249
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Abstract
Generative AI can enhance venture creation education, yet faculty adoption remains limited. This study explores why through a three-stage mixed-methods approach. Stage 1 reviewed 2020–25 literature to identify 23 barriers across pedagogical, technical, institutional, and ethical domains. Stage 2 involved interviews with experienced entrepreneurship educators, refining and reducing the list to 15 context-specific challenges. Stage 3 used a fuzzy-DEMATEL survey to capture expert causal judgments, while thematic coding of interviews added narrative depth. The resulting influence map highlights a clear hierarchy: lack of staff training, unclear governance, and weak technical support are key upstream barriers, while concerns like plagiarism and over-reliance are downstream effects. Cluster analysis groups drivers into pedagogical, organisational, and infrastructural clusters, suggesting a phased response: begin with training and transparent policy, then invest in tools and assessments.
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