Designing an Artificial Intelligence–Based Cognitive Empowerment Package to Enhance Entrepreneurial Skills in Gifted and Creative Adolescents

Soroush Javidnia; Saeed  Rezaei

Authors

Soroush Javidnia Ph.D., Department of Psychology and Education of Exceptional Children, Allameh Tabataba’i University, Tehran, Iran https://orcid.org/0000-0002-6085-0459
Saeed Rezaei Associate Professor, Department of Psychology and Education of Exceptional Children, Allameh Tabataba’i University, Tehran, Iran Author https://orcid.org/0000-0002-9857-4402

Keywords:

Artificial Intelligence, Cognitive Empowerment, Entrepreneurial Skills, Gifted Adolescents, Creative Adolescents, Entrepreneurship Education, Qualitative Research

Abstract

Purpose: This study aimed to design an artificial intelligence–based cognitive empowerment package for enhancing entrepreneurial skills in gifted and creative adolescents through the qualitative identification and integration of relevant cognitive, psychological, motivational, interpersonal, and technological components.

Methods and Materials: The study employed a qualitative exploratory-developmental design. Data were obtained through an analytical review of relevant literature, examination of previous student entrepreneurship workshop experiences, and semi-structured interviews with students, mentors, workshop facilitators, and accelerator managers selected through purposive sampling. Data collection continued until conceptual saturation was achieved. Interview transcripts, field observations, documentary evidence, and analytical notes were examined using thematic analysis.

Findings: The qualitative analysis indicated that sustained entrepreneurial action among gifted and creative adolescents depends on a multidimensional configuration of entrepreneurial intention and identity, self-efficacy, opportunity recognition and problem identification, executive functioning, tolerance of ambiguity, applied creativity, fear of failure and perfectionism, intrinsic motivation and psychological ownership, teamwork and psychological safety, proactive agency, resilience, future orientation, and reflective readiness to use artificial intelligence. The findings further suggested that entrepreneurial difficulties differ across adolescents and therefore require profile-based rather than uniform intervention. Integration of the themes resulted in a six-session package encompassing profile awareness and goal setting, problem identification and value creation, conversion of ideas into action plans, presentation and feedback utilization, teamwork and agency, and final presentation with a continuation plan.

Conclusion: The findings suggest that entrepreneurial empowerment in gifted and creative adolescents should extend beyond creativity and business knowledge by strengthening the cognitive and psychological capacities required to transform ideas into sustained action, while using artificial intelligence as a supervised reflective and personalized learning support rather than as a substitute for adolescent judgment and agency.

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