Governing the artificial muse: a conceptual framework for integrating genai literacy into the creative entrepreneurship curriculum

The 12th Malaysia Plan (12MP) identifies the creative industry as a high-impact sector, aiming to contribute RM31.9 billion to the national GDP through high-value creation. However, the rapid democratization of Generative AI (GenAI) introduces a pedagogical paradox for Malaysian higher education. While the MyDIGITAL blueprint has successfully accelerated digital adoption, concerns are growing that without proper cognitive scaffolding, undergraduates may use GenAI as a shortcut rather than a tool for innovation, leading to talent stagnation. This paper addresses this challenge by proposing the Cognitive Augmentation Model of Entrepreneurial Mindset (CAM-EM). Grounded in Social Cognitive Theory, the framework argues that Generative AI literacy must extend beyond technical proficiency to include ethical and compliance awareness, aligning with the Malaysia Madani principle of sustainability. The model hypothesizes that GenAI literacy influences the entrepreneurial mindset only when mediated by augmented decision-making and moderated by innovation self-efficacy. To validate these relationships, the study outlines a quantitative methodology using Partial Least Squares Structural Equation Modeling (PLS-SEM) with a sample of 300 creative arts undergraduates. The expected contribution is a validated framework for the Ministry of Higher Education (MOHE), advocating a curriculum shift from tool-based training to cognitive training, ensuring cultural identity is preserved in the AI era.