Abstract
This study investigates whether integrating generative AI into entrepreneurship education enhances students' self-efficacy and interest, thereby influencing their entrepreneurial career intentions. Drawing on social cognitive career theory, it explores the cognitive processes underlying university students' entrepreneurial career intentions through surveys conducted among students enrolled in an entrepreneurship course that integrated generative AI tools into class activities. The findings reveal that the use of generative AI significantly moderates the relationship between entrepreneurship education and students' self-efficacy, thereby fostering stronger intentions to pursue entrepreneurial careers. This research contributes to the growing field of AI in education by demonstrating the effectiveness of generative AI in enhancing self-efficacy and providing insights into the cognitive mechanisms that shape students' career aspirations. Ultimately, the study advances our understanding of the role of AI in education and career development.