Self-Regulated Learning, AI Literacy and Entrepreneurial Intention among Nigerian Postgraduate Students: The Role of Educational Context

Salisu, Abubakar; Buba, Abdullahi; Alhassan, Abdullahi Umar; Adamu, Idi; Yuguda, Farouq Umar

doi:10.22034/iepa.2026.591790.1616

Self-Regulated Learning, AI Literacy and Entrepreneurial Intention among Nigerian Postgraduate Students: The Role of Educational Context

Document Type : Original Article

Authors

Abubakar Salisu ¹

Abdullahi Buba ²

Abdullahi Umar Alhassan ³

Idi Adamu ⁴

Farouq Umar Yuguda ⁵

¹ Department of Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

² Department of Economics, Faculty of Arts and Social Sciences, Gombe State University, Gombe, Nigeria.

³ Department of Adult and Extension Services, Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto, Nigeria.

⁴ Department of Economics, Faculty of Arts and Social Sciences, Gombe State University, Gombe, Nigeria

⁵ . Department of Arts and Social Sciences Education, Faculty of Education, Gombe State University, Gombe, Nigeria.

https://doi.org/10.22034/iepa.2026.591790.1616

Abstract

Objective: 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.
Method: 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.
Results: 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.
Conclusion: 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.

Keywords

Artificial Intelligence Literacy

Self-regulated Learning

Entrepreneurial Intention

Higher Education

Subjects

Intelligence and Memory

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Engle, R. L., Schlaegel, C., & Dimitriadi, N. (2011). Institutions and entrepreneurial intent: A cross-country study. Journal of Developmental Entrepreneurship, 16(2), 227–250. https://doi.org/10.1142/S1084946711001811

Eynypour, J. (2025). Conceptual transformation of learning in the era of artificial intelligence: A systematic review of 2024–2025 studies. Iranian Journal of Learning and Memory, 8(31), 37–48. https://www.learningandmemory.ir/

Feuerriegel, S., Hartmann, J., Janiesch, C., & Zschech, P. (2024). Generative AI. Business & Information Systems Engineering, 66(1), 111–126. https://doi.org/10.1007/s12599-023-00834-7

Giuggioli, G., & Pellegrini, M. M. (2023). Artificial intelligence as an enabler for entrepreneurs: A systematic literature review and an agenda for future research. International Journal of Entrepreneurial Behavior & Research, 29(4), 816–837. https://doi.org/10.1108/IJEBR-05-2021-0426

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Hensel, R., & Visser, R. (2020). Does personality influence effectual behaviour? International Journal of Entrepreneurial Behavior & Research, 26(3), 467–484. https://doi.org/10.1108/IJEBR-06-2019-0343

Jannesari, M. T., Zolfagharian, M., & Torkzadeh, S. (2022). Effect of social power, cultural intelligence, and socioeconomic status on students' international entrepreneurial intention. Psychology Research and Behavior Management, 15, 1397–1410. https://doi.org/10.2147/PRBM.S360901

Jintana, S., Boonlab, S., & Supromin, C. (2025). Enhancing digital-era entrepreneurial intentions: A strategic model for university students. Cogent Business & Management, 12(1), 2494293. https://doi.org/10.1080/23311975.2025.2494293

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Krueger, N. F., Jr., Reilly, M. D., & Carsrud, A. L. (2000). Competing models of entrepreneurial intentions. Journal of Business Venturing, 15(5–6), 411–432. https://doi.org/10.1016/S0883-9026(98)00033-0

Krueger, K. R., Wilson, R. S., Kamenetsky, J. M., Barnes, L. L., Bienias, J. L., & Bennett, D. A. (2009). Social engagement and cognitive function in old age. Experimental Aging Research, 35(1), 45–60. https://doi.org/10.1080/03610730802545028

Lackéus, M. (2020). Comparing the impact of three different experiential approaches to entrepreneurship in education. International Journal of Entrepreneurial Behavior & Research, 26(5), 937–971. https://doi.org/10.1108/IJEBR-04-2018-0236

Liñán, F., & Chen, Y.-W. (2009). Development and cross-cultural application of a specific instrument to measure entrepreneurial intentions. Entrepreneurship Theory and Practice, 33(3), 593–617. https://doi.org/10.1111/j.1540-6520.2009.00318.x

Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. Association for Computing Machinery. https://doi.org/10.1145/3313831.3376727

Mahgoub, I. G., Elshamly, A., & Elsayed, A. M. (2023). The moderating role of perceived university entrepreneurship support on the relationship between online self-regulated learning and Saudi students' entrepreneurial intentions. Journal of Entrepreneurship Education, 26, 1–21.

Nabi, G., Liñán, F., Fayolle, A., Krueger, N., & Walmsley, A. (2017). The impact of entrepreneurship education in higher education: A systematic review and research agenda. Academy of Management Learning & Education, 16(2), 277–299. https://doi.org/10.5465/amle.2015.0026

Newman, A., Obschonka, M., Schwarz, S., Cohen, M., & Nielsen, I. (2019). Entrepreneurial self-efficacy: A systematic review of the literature on its theoretical foundations, measurement, antecedents, and outcomes, and an agenda for future research. Journal of Vocational Behavior, 110, 403–419. https://doi.org/10.1016/j.jvb.2018.05.012

Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041

O'Shea, D., Buckley, F., & Halbesleben, J. (2017). Self-regulation in entrepreneurs: Integrating action, cognition, motivation, and emotions. Organizational Psychology Review, 7(3), 250–278. https://doi.org/10.1177/2041386617705434

Obschonka, M., Fisch, C., & Boyd, R. (2017). Using digital footprints in entrepreneurship research: A Twitter-based personality analysis of superstar entrepreneurs and managers. Journal of Business Venturing Insights, 8, 13–23. https://doi.org/10.1016/j.jbvi.2017.05.005

Oftedal, E. M., Iakovleva, T. A., & Foss, L. (2018). University context matters: An institutional perspective on entrepreneurial intentions of students. Education + Training, 60(7–8), 873–890. https://doi.org/10.1108/ET-06-2016-0098

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3

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Sarbunan, T. (2024). Higher education service strategy based on OECD Economic Outlook 2024 analysis: Innovative approaches to community economic resilience. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.5074623

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.

Tomy, S., & Pardede, E. (2020). An entrepreneurial intention model focusing on higher education. International Journal of Entrepreneurial Behavior & Research, 26(7), 1423–1447. https://doi.org/10.1108/IJEBR-06-2019-0370

Trevelyan, R. (2011). Self-regulation and effort in entrepreneurial tasks. International Journal of Entrepreneurial Behavior & Research, 17(1), 39–63. https://doi.org/10.1108/13552551111107507

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Wang, B., Rau, P.-L. P., & Yuan, T. (2023). Measuring user competence in using artificial intelligence: Validity and reliability of artificial intelligence literacy scale. Behaviour & Information Technology, 42(9), 1324–1337. https://doi.org/10.1080/0144929X.2022.2072768

Yousaf, U., Ali, S. A., Ahmed, M., Usman, B., & Sameer, I. (2021). From entrepreneurial education to entrepreneurial intention: A sequential mediation of self-efficacy and entrepreneurial attitude. International Journal of Innovation Science, 13(3), 364–380. https://doi.org/10.1108/IJIS-09-2020-0133

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/S15430421TIP4102_2

Volume 9, Issue 34
Spring 2026
Pages 41-61

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Iranian Journal of Learning and Memory

Self-Regulated Learning, AI Literacy and Entrepreneurial Intention among Nigerian Postgraduate Students: The Role of Educational Context

Antoninis, M., Alcott, B., Al Hadheri, S., April, D., Fouad Barakat, B., Barrios Rivera, M., Baskakova, Y., Barry, M., Bekkouche, Y., & Caro Vasquez, D. (2023). Global education monitoring report 2023: Technology in education: A tool on whose terms? UNESCO. https://doi.org/10.54676/UZQV8501

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S.-L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1–6. https://doi.org/10.1016/j.iheduc.2008.10.005

Becker, G. S. (1962). Investment in human capital: A theoretical analysis. Journal of Political Economy, 70(5, Part 2), 9–49. https://doi.org/10.1086/258724

Canever, M. D., Barral, M. R. M., & Ribeiro, F. G. (2017). How does the public and private university environment affect students' entrepreneurial intention? Education + Training, 59(6), 550–564. https://doi.org/10.1108/ET-12-2016-0187

Creswell, J. W., & Creswell, J. D. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.

Duong, C. D. (2025). AI literacy and e-entrepreneurial intention: A serial mediation model of e-entrepreneurial self-efficacy and e-entrepreneurial identity aspiration. International Journal of Information Management Data Insights, 5(2), 100349. https://doi.org/10.1016/j.jjimei.2025.100349

Duong, C. D. (2026). AI literacy and higher education students' digital entrepreneurial intention: A moderated mediation model of AI self-efficacy and digital entrepreneurial self-efficacy. Industry and Higher Education, 40(2), 242–255. https://doi.org/10.1177/09504222251370089

Dwivedi, Y. K. (2025). Generative artificial intelligence (GenAI) in entrepreneurial education and practice: Emerging insights, the GAIN framework, and research agenda. International Entrepreneurship and Management Journal, 21(1), 82. https://doi.org/10.1007/s11365-025-01089-2

Engle, R. L., Schlaegel, C., & Dimitriadi, N. (2011). Institutions and entrepreneurial intent: A cross-country study. Journal of Developmental Entrepreneurship, 16(2), 227–250. https://doi.org/10.1142/S1084946711001811

Eynypour, J. (2025). Conceptual transformation of learning in the era of artificial intelligence: A systematic review of 2024–2025 studies. Iranian Journal of Learning and Memory, 8(31), 37–48. https://www.learningandmemory.ir/

Feuerriegel, S., Hartmann, J., Janiesch, C., & Zschech, P. (2024). Generative AI. Business & Information Systems Engineering, 66(1), 111–126. https://doi.org/10.1007/s12599-023-00834-7

Giuggioli, G., & Pellegrini, M. M. (2023). Artificial intelligence as an enabler for entrepreneurs: A systematic literature review and an agenda for future research. International Journal of Entrepreneurial Behavior & Research, 29(4), 816–837. https://doi.org/10.1108/IJEBR-05-2021-0426

Hensel, R., & Visser, R. (2020). Does personality influence effectual behaviour? International Journal of Entrepreneurial Behavior & Research, 26(3), 467–484. https://doi.org/10.1108/IJEBR-06-2019-0343

Jannesari, M. T., Zolfagharian, M., & Torkzadeh, S. (2022). Effect of social power, cultural intelligence, and socioeconomic status on students' international entrepreneurial intention. Psychology Research and Behavior Management, 15, 1397–1410. https://doi.org/10.2147/PRBM.S360901

Jintana, S., Boonlab, S., & Supromin, C. (2025). Enhancing digital-era entrepreneurial intentions: A strategic model for university students. Cogent Business & Management, 12(1), 2494293. https://doi.org/10.1080/23311975.2025.2494293

Kasneci, G., & Kasneci, E. (2026). The safety failures we are not instrumenting: A perspective on hidden safety-critical challenges in modern AI systems. AI and Ethics, 6(3), 295. https://doi.org/10.1007/s43681-026-01132-0

Krueger, N. F., Jr., Reilly, M. D., & Carsrud, A. L. (2000). Competing models of entrepreneurial intentions. Journal of Business Venturing, 15(5–6), 411–432. https://doi.org/10.1016/S0883-9026(98)00033-0

Krueger, K. R., Wilson, R. S., Kamenetsky, J. M., Barnes, L. L., Bienias, J. L., & Bennett, D. A. (2009). Social engagement and cognitive function in old age. Experimental Aging Research, 35(1), 45–60. https://doi.org/10.1080/03610730802545028

Lackéus, M. (2020). Comparing the impact of three different experiential approaches to entrepreneurship in education. International Journal of Entrepreneurial Behavior & Research, 26(5), 937–971. https://doi.org/10.1108/IJEBR-04-2018-0236

Liñán, F., & Chen, Y.-W. (2009). Development and cross-cultural application of a specific instrument to measure entrepreneurial intentions. Entrepreneurship Theory and Practice, 33(3), 593–617. https://doi.org/10.1111/j.1540-6520.2009.00318.x

Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. Association for Computing Machinery. https://doi.org/10.1145/3313831.3376727

Mahgoub, I. G., Elshamly, A., & Elsayed, A. M. (2023). The moderating role of perceived university entrepreneurship support on the relationship between online self-regulated learning and Saudi students' entrepreneurial intentions. Journal of Entrepreneurship Education, 26, 1–21.

Nabi, G., Liñán, F., Fayolle, A., Krueger, N., & Walmsley, A. (2017). The impact of entrepreneurship education in higher education: A systematic review and research agenda. Academy of Management Learning & Education, 16(2), 277–299. https://doi.org/10.5465/amle.2015.0026

Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041

O'Shea, D., Buckley, F., & Halbesleben, J. (2017). Self-regulation in entrepreneurs: Integrating action, cognition, motivation, and emotions. Organizational Psychology Review, 7(3), 250–278. https://doi.org/10.1177/2041386617705434

Obschonka, M., Fisch, C., & Boyd, R. (2017). Using digital footprints in entrepreneurship research: A Twitter-based personality analysis of superstar entrepreneurs and managers. Journal of Business Venturing Insights, 8, 13–23. https://doi.org/10.1016/j.jbvi.2017.05.005

Oftedal, E. M., Iakovleva, T. A., & Foss, L. (2018). University context matters: An institutional perspective on entrepreneurial intentions of students. Education + Training, 60(7–8), 873–890. https://doi.org/10.1108/ET-06-2016-0098

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3

Rajpal, M., & Singh, B. (2024). How to drive sustainable entrepreneurial intentions: Unraveling the nexus of entrepreneurship education ecosystem, attitude and orientation. Corporate Social Responsibility and Environmental Management, 31(3), 1705–1721. https://doi.org/10.1002/csr.2644

Sarbunan, T. (2024). Higher education service strategy based on OECD Economic Outlook 2024 analysis: Innovative approaches to community economic resilience. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.5074623

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.

Tomy, S., & Pardede, E. (2020). An entrepreneurial intention model focusing on higher education. International Journal of Entrepreneurial Behavior & Research, 26(7), 1423–1447. https://doi.org/10.1108/IJEBR-06-2019-0370

Trevelyan, R. (2011). Self-regulation and effort in entrepreneurial tasks. International Journal of Entrepreneurial Behavior & Research, 17(1), 39–63. https://doi.org/10.1108/13552551111107507

Udekwe, E., & Iwu, C. G. (2024). The nexus between digital technology, innovation, entrepreneurship education, and entrepreneurial intention and entrepreneurial motivation: A systematic literature review. Education Sciences, 14(11), 1211. https://doi.org/10.3390/educsci14111211

Wang, B., Rau, P.-L. P., & Yuan, T. (2023). Measuring user competence in using artificial intelligence: Validity and reliability of artificial intelligence literacy scale. Behaviour & Information Technology, 42(9), 1324–1337. https://doi.org/10.1080/0144929X.2022.2072768

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/S15430421TIP4102_2

Volume 9, Issue 34Spring 2026Pages 41-61

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Volume 9, Issue 34
Spring 2026
Pages 41-61