Abstract: Generative AI (GenAI) is rapidly diffusing across organisations, yet little is known about how digital natives assess its usefulness for business and entrepreneurship (BEC-PU). Understanding how this cohort evaluates GenAI is crucial for responsible organisational adoption. This study investigates whether GenAI tools are perceived as professionally valuable by techno-creative digital natives through their contribution to techno-creative and entrepreneurial (TC/BE) skills. Drawing on the Technology Acceptance Model (TAM), UTAUT2 and TaskTechnology Fit (TTF), we adopt a multi-stage design combining an exploratory classroom-based qualitative phase and a survey of Spanish undergraduates in techno-creative degrees. Survey data were analysed using PLSSEM. Results show that artistic generation and writing assistance GenAI tools are positively related to both techno-creative and business?entrepreneurial skills, while basic management tools relate positively to business-entrepreneurial skills. By contrast, audiovisual production tools show no meaningful relationships in the model, and technical specialisation tools display a negative association with techno-creative skills. None of the GenAI categories shows a significant direct effect on BEC-PU. Instead, perceived business usefulness emerges mainly through TC/BE skill development, with the clearest indirect effects observed for artistic generation and writing assistance tools. These findings suggest that digital natives in techno-creative higher education contexts do not yet perceive GenAI as directly useful for ?serious? business-oriented work; rather, they attribute business value to GenAI once it has helped them to build capabilities. The study contributes a "learning-to-business-value" perspective on GenAI adoption and offers implications for training and professionalising strategies that strengthen task-fit, usability and the integration of GenAI into creative and entrepreneurial workflows.
