ArticleFrontiers in psychology2026
AI-enhanced entrepreneurship education in vocational colleges: the roles of strategic engagement, digital literacy, and perceived fairness.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Generative artificial intelligence (AI) is increasingly entering higher education, yet its educational-psychological implications for vocational entrepreneurship education remain underexplored. Methods: This quasi-experimental mixed-methods study examined whether AI-enhanced entrepreneurship instruction improves learning outcomes in vocational colleges and how strategic engagement, digital literacy, and perceived fairness shape those outcomes. Participants were 360 students from 12 vocational colleges (180 AI-enhanced; 180 comparison), together with instructors and industry mentors who contributed implementation and assessment perspectives. Quantitative data included pre/post business plan scores, self-reported entrepreneurial competence, project outcome, and digital literacy assessments; qualitative data came from focus groups, instructor interviews, and mentor feedback. Results: Students in the AI-enhanced condition showed larger gains in business plan performance than controls [22.4% vs. 15.1%; mean difference = 7.3 percentage points, 95% CI (4.3, 10.3), Cohen's d = 0.50]. Strategic Prompters outperformed Passive Consumers and Minimal Users, and students with stronger digital literacy benefited more from AI-supported learning. Instructors reported continuing concerns about fairness, transparency, authorship, and bias, while students from lower socio-economic backgrounds reported smaller perceived equity gains. Discussion: The findings suggest that AI can support entrepreneurship learning in vocational colleges when it is embedded within psychologically informed pedagogy emphasizing self-regulation, critical evaluation, and transparent assessment.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.