The rapid emergence of Artificial Intelligence (AI), particularly through large language models (LLMs), is transforming learning processes into higher education, including content creation, assessment, and personalized learning. These technologies redefine the roles of both students and teachers, highlighting the need for new pedagogical approaches and ethical considerations. Moreover, entrepreneurial education—a key source of territorial wealth creation—has been scarcely explored in fields such as Forestry Engineering; this study is situated within an entrepreneurship training program at a School of Forestry Engineering, aiming to stimulate local innovation and prosperity in resource-based regions. Drawing on recent findings, the study underscores how AI-based tools, such as ChatGPT, can boost student entrepreneurial intent and self-efficacy while posing challenges related to data privacy, algorithmic biases, and academic integrity. To address these complexities, we propose an adapted Business Model Canvas that includes a “Key Questions” section, placing emphasis on students’ ability to pose discipline-specific queries to AI systems. This framework aims to encourage iterative, collaborative practices among students, faculty, and institutional stakeholders, aligning AI adoption with broader educational objectives. Finally, the paper discusses the relevance of agile, iterative experimentation and questions quality when implementing AI-driven strategies in the classroom, concluding that a balanced approach to technology, pedagogy, and ethics is essential to place the student at the center of the learning process and shape an effective and future-ready educational environment.