Designing Entrepreneurship Education with ChatGPT: The Appeal of its Use, Cognitive Standardisation, and the Risk of Context Loss

Abstract

As large language models (LLMs) become increasingly prevalent in higher education—including among instructors—courses such as entrepreneurship are gaining strategic importance for fostering employability and initiative among future graduates. Given that entrepreneurship education must be carefully contextualised to be effective, this article examines the capacity of LLMs to support the design of context-sensitive pedagogical content at the university level, particularly in developing countries. A discourse analysis—conducted both manually and using the Tropes and Hyperbase-Web software—of a teacher–machine interaction (ChatGPT) focused on designing an entrepreneurship course in a Tunisian business school reveals a neutral and supportive “Advisor” rhetorical posture, a tendency to subtly orient responses toward recurring pedagogical options, and the predominance of superficial forms of empathy. The growing reliance on AI-based tools may therefore contribute to the standardisation of pedagogical approaches, undermine the effectiveness of a highly context-dependent form of education, and weaken the distinctive positioning of business schools.

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