In contemporary entrepreneurship education, fostering an entrepreneurial mindset (EM) and entrepreneurial intention (EI) has become a core objective. This pilot study investigates how distinct formats of business planning workshops - using a digital, non-AI tool; a standard, non-digital tool, and a digital tool with embedded AI functionalities - impact participants’ EM and EI development. The study aims to compare the effectiveness of these three tool-supported workshop formats in enhancing core entrepreneurial competencies and attitudes, thus providing empirical insight into how digitalization and AI integration shape early-stage entrepreneurial learning. A total of 51 first-year business students from Latvia participated in the intervention, with each group guided by experienced educators. Pre- and post-questionnaires were administered, incorporating validated scales for Entrepreneurial Self-Efficacy (ESE), Intention (EIQ), Attitude (ATE), Entrepreneurial Mindset Dimensions (EMD) and perceived AI usefulness. Anonymity was maintained through randomly generated IDs and qualitative feedback was obtained via open-ended questions. Results from descriptive and inferential statistical analysis revealed improvements across all groups, with the AI-embedded digital tool yielding the strongest effect on ESE (very large effect size) and notable gains in EMD. The standard, non-digital tool group showed significant positive changes in four out of five measured constructs. Qualitative data analysis further supported the perceived value of tool-guided learning. This study contributes to the empirical foundation of entrepreneurship education by highlighting the differentiated impact of digital tools, particularly AI-embedded platforms, on the development of entrepreneurial mindset and intention in structured educational interventions.