LEVERAGING ARTIFICIAL INTELLIGENCE TO ENHANCE ENTREPRENEURIAL SKILLS AMONG BUSINESS EDUCATION STUDENTS FOR SUSTAINABLE POVERTY ALLEVIATION

Hassan Haruna, Oluwakemi Oyelekan, Cecilia Gana

Abstract


The integration of Artificial Intelligence (AI) into business education has profoundly reshaped how entrepreneurial skills are developed, particularly among students in developing nations. This study examined the impact of AI on enhancing entrepreneurial competencies, specifically technology proficiency and decision-making ability, among Business Education students as a strategy for sustainable poverty alleviation. Guided by two research questions and two null hypotheses, the study employed a descriptive survey design targeting 1,200 students, from which a representative sample of 120 (10%) was selected. Data were collected using a validated instrument titled Leveraging Artificial Intelligence to Enhance Entrepreneurial Skills Among Business Education Students for Sustainable Poverty Alleviation Questionnaire (LAIEESABESSPAQ), with a Cronbach Alpha reliability coefficient of 0.79. Analytical tools, including mean, standard deviation, and t-tests (at the 0.05 significance level), were applied. Results indicated that students in Niger State had limited proficiency in using AI tools, though no significant gender disparity in skill acquisition was observed. Key challenges included insufficient access to AI technologies and minimal exposure. The study recommends integrating AI into the curriculum, boosting investment in AI resources, and implementing educator training programs to equip students with essential 21st-century skills for navigating an evolving business landscape and combating poverty.

Keywords: Artificial Intelligence, Business Education, Entrepreneurial Skills, Sustainable Poverty Alleviation


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