This paper examines the influence of Artificial Intelligence (AI) alongside social support on entrepreneurial competence of pre-service teachers, with innovation skills and self-efficacy serving as mediators. The research reveals an interplay among the constructs with a quantitative study employing Structural Equation Modeling (SEM) on data collected from 158 pre-service teachers from Caraga State University. In particular, the AI utilization had a statistically significant direct negative influence on entrepreneurial competence which suggests that unsupported exposure to artificial intelligence can hinder entrepreneurial achievement. In any case, the indirect impacts of artificial intelligence were very positive because they were mediated by innovative skills and self-efficacy, thus highlighting their important mediating roles. Social support also exerted strong direct impacts on self-efficacy and entrepreneurial competence, emphasizing its role in the cultivation of self-belief and determination. These findings suggest that the assistance of artificial intelligence to entrepreneurial development is significant, but the impact is largely dependent on the presence of an innovative learning environment coupled with well-established psychological support systems. The research provides useful insights for creating psychologically and pedagogically appropriate technology-integrated entrepreneurship courses for prospective teachers.