Relationship between attitudes towards artificial intelligence and social entrepreneurship skills in engineering students

Abstract

This study analyzes the relationship between attitudes toward artificial intelligence (AI) and social entrepreneurship competencies in first-year engineering students. A quantitative, applied approach with a non-experimental, correlational design was used. The sample consisted of 100 students selected through non-probability convenience sampling. Two validated instruments were used for data collection: the Questionnaire on Attitudes toward Artificial Intelligence and the University Social Entrepreneurship Questionnaire. Due to the lack of statistical normality, data processing was performed using Spearman's rho coefficient. The results show a weak but significant positive relationship between attitudes toward AI and social entrepreneurship (Rho = 0.222; p = 0.026). However, none of the five dimensions of social entrepreneurship—personal sub-competence, leadership, social innovation, social value, and entrepreneurial management—showed significant correlations with the AI ​​variable. These findings indicate that, while a positive attitude toward AI technologies may be linked to a general understanding of social entrepreneurship, this relationship is not uniformly reflected in the specific development of its sub-competencies. Consequently, the results highlight the need to strengthen initial engineering education through pedagogical strategies focused on critical digital literacy, the ethical and responsible use of AI tools, and the promotion of entrepreneurial competencies with social impact, essential elements for addressing the challenges of digital transformation in the university setting.