Iranian Educational Psychology Association Iranian Journal of Learning and Memory 2645-5447 9 34 2026 06 01 Self-Regulated Learning, AI Literacy and Entrepreneurial Intention among Nigerian Postgraduate Students: The Role of Educational Context 41 61 251800 10.22034/iepa.2026.591790.1616 EN Abubakar Salisu Department of Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. 0000-0002-4622-4259 Abdullahi Buba Department of Economics, Faculty of Arts and Social Sciences, Gombe State University, Gombe, Nigeria. 0000-0002-0041-0697 Abdullahi Umar Alhassan Department of Adult and Extension Services, Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto, Nigeria. 0009-0003-8540-2657 Idi Adamu Department of Economics, Faculty of Arts and Social Sciences, Gombe State University, Gombe, Nigeria 0000-0003-2454-9682 Farouq Umar Yuguda . Department of Arts and Social Sciences Education, Faculty of Education, Gombe State University, Gombe, Nigeria. 0000-0003-4705-4682 Journal Article 2026 07 14 <strong><span>Objective: </span></strong><span>This study sought to examine the relationships between self-regulated learning, AI literacy, and entrepreneurial intention among Nigerian postgraduate students studying in Nigeria and Iran.</span> <strong><span>Method: </span></strong><span>A cross-sectional survey design was employed, involving 530 postgraduate students selected from universities in both countries. Data were collected using Liñán and Chen's Entrepreneurial Intention Questionnaire (EIQ) (2009), Barnard et al.'s Online Self-regulated Learning Questionnaire (OSLQ) (2009), and Wang et al.'s (2023) Artificial Intelligence Literacy Scale (AILS). Data were analyzed using descriptive statistics, multivariate analysis of variance, and hierarchical multiple regression.</span> <strong><span>Results: </span></strong><span>The findings revealed that both self-regulated learning and AI literacy significantly and positively predicted entrepreneurial intention, with self-regulated learning demonstrating the stronger unique contribution. In addition, Nigerian postgraduate students studying in Iran reported significantly higher levels of entrepreneurial intention, self-regulated learning, and AI literacy than those studying in Nigeria. These findings highlight the importance of learning-related competencies in fostering entrepreneurial intention and suggest that differences in educational contexts were associated with variations in entrepreneurial intention, self-regulated learning, and AI literacy.</span> <strong><span>Conclusion: </span></strong><span>The study establishes self-regulated learning and AI literacy as key digital human capital drivers of entrepreneurial intention, with implications for context-sensitive curriculum design.</span> https://journal.iepa.ir/article_251800_63d6e1e00ce0b39c23c58a0ab3f1f980.pdf