Human-AI collaborative teaching for entrepreneurship learning in vocational higher education

Abstract

This study proposes a theoretical framework for fostering effective human-AI collaborative teaching in the AI era by integrating the foundational principles of Cognitive Load Theory (CLT) and Affective Events Theory (AET). Within this framework, the roles of learning self-efficacy, learning engagement, and educators’ personalised mentoring as interventions in the framework are justified. Although this study aims to guide important future directions from a holistic perspective, it is limited by a lack of empirical data. Finally, the study concludes by discussing key implications and outlining a future research agenda.