Objective:
To develop students’ entrepreneurial mindset by integrating Generative AI tools with the EntreComp Framework and Dooyeweerd’s 15 Aspects, enabling critical, ethical, and reflective problem-solving in enterprise education.
Overview:
This activity introduces students to Generative AI as a co-pilot for entrepreneurial thinking. Students work in small groups to solve real-world or client-based challenges using AI tools such as ChatGPT or Microsoft Copilot.
The activity is structured using the EntreComp Framework to guide entrepreneurial skill development and Dooyeweerd’s 15 Aspects to support ethical and reflective evaluation.
Students move beyond idea generation to critically assess feasibility, ethical implications, and societal impact, ensuring a balanced, values-driven approach to enterprise learning.
Activity:
This activity is delivered across business modules and is designed to embed Generative AI into entrepreneurial learning through a structured, dual-framework approach. Students work in small groups to address real-world or client-based challenges using AI tools such as ChatGPT and Microsoft Copilot.
The activity begins with an introduction to the EntreComp Framework and Dooyeweerd’s 15 Aspects as complementary tools for entrepreneurial thinking and critical reflection. Students are then presented with a business or societal challenge (e.g. sustainability, innovation, or organisational problem).
Using structured prompts, students engage with Generative AI to:
- generate ideas and potential solutions,
- explore alternative approaches,
- and develop initial strategies.
Students are required to document their interaction with AI, including prompts used and outputs generated, ensuring transparency and accountability.
Following this, students apply the EntreComp Framework to identify the entrepreneurial competencies used (e.g. creativity, working with others, planning and management). They then use Dooyeweerd’s Aspects to critically evaluate their solutions from multiple perspectives, including ethical, social, economic, and analytical dimensions.
The activity culminates in a group presentation where students present:
- their AI-supported solution,
- the competencies applied,
- and their critical reflection on the broader implications of their work.
A structured reflection is also completed individually, encouraging students to evaluate their learning, the role of AI, and the importance of human judgement.
This approach ensures that Generative AI is used not as a shortcut, but as a tool to enhance creativity, critical thinking, and ethical decision-making in enterprise education.
Skill Development:
Students develop a range of entrepreneurial, digital, and reflective skills through the structured integration of Generative AI, EntreComp competencies, and Dooyeweerd’s aspects.
Key skills developed include:
- Creativity and Innovation – generating and refining ideas using Generative AI tools
- Opportunity Recognition – identifying and exploring real-world business and societal challenges
- Critical Thinking and Judgement – evaluating AI-generated outputs and questioning assumptions
- Ethical Decision-Making – applying Dooyeweerd’s aspects to assess social, ethical, and economic implications
- Collaboration and Teamwork – working in groups to co-create and refine solutions
- Communication Skills – presenting ideas clearly and justifying decisions
- Entrepreneurial Mindset Development – applying EntreComp competencies such as vision, planning, and working with others
- Digital and AI Literacy – using AI tools responsibly and effectively
- Reflective Practice – critically analysing learning processes, AI use, and personal development
This activity supports the development of future-ready graduates who can use AI critically, ethically, and creatively in entrepreneurial contexts.
Resources
Generative AI tools (e.g. ChatGPT, Microsoft Copilot, Google Gemini)
EntreComp Framework summary sheet (15 competencies overview)
Dooyeweerd’s 15 Aspects explainer sheet (simplified for student use)
AI prompt library (structured prompts for idea generation, analysis, and reflection)
Reflection templates (aligned to EntreComp competencies and Dooyeweerd’s aspects)
Ethical AI use guidelines (including responsible use and critical evaluation)
AI usage declaration template (for transparency in assessment)
Client brief or real-world problem scenario
Presentation materials (slides, flipcharts, or digital tools)
Access to internet-enabled devices (laptops, tablets)
References:
Advance HE (2023) Generative AI in education: Emerging practice. York: Advance HE.
Bacigalupo, M., Kampylis, P., Punie, Y. and Van den Brande, G. (2016) EntreComp: The entrepreneurship competence framework. Luxembourg: Publications Office of the European Union.
Barocas, S. and Selbst, A.D. (2016) ‘Big data’s disparate impact’, California Law Review, 104(3), pp. 671–732.
Dooyeweerd, H. (1953) A new critique of theoretical thought. Vols. I–IV. Amsterdam: H.J. Paris.
Foss, N.J. and Klein, P.G. (2012) Organizing entrepreneurial judgment: A new approach to the firm. Cambridge: Cambridge University Press.
Jisc (2023) Artificial intelligence in tertiary education: Guidance for responsible use. Bristol: Jisc.
Mehrabi, N. et al. (2021) ‘A survey on bias and fairness in machine learning’, ACM Computing Surveys, 54(6), Article 115.
Quality Assurance Agency for Higher Education (QAA) (2018) Enterprise and entrepreneurship education: Guidance for UK higher education providers. Gloucester: QAA.
Selwyn, N. (2023) Should robots replace teachers? AI and the future of education. Cambridge: Polity Press.
UNESCO (2023) Guidance for generative AI in education and research. Paris: UNESCO.
Weick, K.E. (1995) Sensemaking in organizations. Thousand Oaks: Sage.
Welter, F., Baker, T., Audretsch, D.B. and Gartner, W.B. (2017) ‘Everyday entrepreneurship—A call for entrepreneurship research to embrace entrepreneurial diversity’, Entrepreneurship Theory and Practice, 41(3), pp. 311–321.