EFL Pedagogy, Entrepreneurship, and Artificial Intelligence: Emerging Challenges and Opportunities in Lusophone African Higher Education - A Mixed-Methods Case Study

The convergence of English as a Foreign language (EFL) pedagogy, entrepreneurship education, and artificial intelligence (AI) presents unprecedented challenges and opportunities for Lusophone African higher education institutions. This mixed-methods case study investigates the perceptions, readness, and experiences of 45 first -year Psychology students (aged 18-25) at the Instituto Superior do Wako Kungo (ISWK), Polo de Sumbe, Cuanza-Sul Province, Angola, during the 2025/2026 academic year. The study employs an explanatory sequential design, combining a quantitative surveys (N=45) with semi- structured interviews (n =12) and classroom observations to examine the intersection of EFL proficiency, entrepreneurial self-efficacy, and AI readness. The findings reveal that students navigate a triple linguistic mediation - from national languages through Portuguese to English - which shapes their engagement with both entrepreneurial content and AI-enhaced pedagogical tools. Quantitative results indicate moderate positive correlations between English proficiency self-assessment, entrepreneurial intention, and AI readness (r= .41-.44), While qualitative data illuminate institutional, infrastructural, and pedagogical barriers unique to provincial Angolan contexts. The study introduces the concept of the aspiration -condition gap to theorise the structuring distance between students' motivational readness and the institutional conditions available to support their aspirations. Practical recomendations are offered for curriculum design, faculty development, and institutional policy. Implications for theory and practice are discussed within the frameworks of the Theory of Planned Behavior, Vygotskian social constructivism, and decolonial technology adoption.