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Abstract

This study examines how artificial intelligence (AI) literacy shapes university students’ digital-oriented green entrepreneurial intention (DGEI). Drawing on Stimulus–Organism–Response theory, Social Cognitive Career Theory, and the Entrepreneurial Event Model, the study develops a moderated serial mediation model linking AI literacy to DGEI through green entrepreneurial self-efficacy (GESE), green entrepreneurial fear of failure (GEFF), perceived feasibility (PF), and perceived desirability (PD). The model also investigates the moderating roles of performance expectancy of AI solutions (PEAIS), external institutional support (EIS), and family support (FS). Data were collected from 539 Vietnamese university students. After data screening, 500 valid responses were retained and analyzed using PLS-SEM. The findings show that AI literacy positively influences DGEI and GESE, while negatively affecting GEFF. GESE increases PF, PD, and DGEI, whereas GEFF reduces these entrepreneurial appraisals and intentions. PF and PD both positively predict DGEI.  This study contributes to AI literacy and green entrepreneurship research by explaining how AI capability, psychological readiness, venture appraisal, and contextual support jointly shape students’ intention to pursue digital-oriented green ventures.‎

Keywords: AI literacy, Green entrepreneurial self-efficacy, Green entrepreneurial fear of failure, Digital-oriented green entrepreneurial intention, University students

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