With the rapid integration of Generative Artificial Intelligence (AIGC) into college education

it has brought significant value to innovation and entrepreneurship education by generating personalized learning resources

simulating entrepreneurial scenarios

and providing data support for project R&D. However

this technological empowerment also gives rise to prominent ethical dilemmas and potential risks

which may deviate from the core goal of innovation and entrepreneurship education—cultivating innovation spirit and practical ability—if not properly regulated.This paper first systematically analyzes three major ethical dilemmas in the application of AIGC in this field: ambiguous boundaries of rights and responsibilities among subjects (caused by the positioning conflict between "technical tools" and "educational subjects")

ethical misconduct in data (dual risks of privacy infringement and data abuse)

and deviation in value orientation (dissolution of educational value by technical rationality). On this basis

it further explores four potential risks derived from these ethical dilemmas: the risk of weakening students' innovative ability (ability degradation from "independent exploration" to "technology dependence")

the risk of intellectual property disputes (legal hidden dangers due to unclear ownership of achievements)

the risk of distortion in educational evaluation (interference of technology-assisted achievements on the objectivity of ability assessment)

and the risk of technical security (project crises caused by platform vulnerabilities and algorithm defects).Finally

to address the above issues

the paper proposes a multi-party collaborative coping strategy involving the government

universities

platforms

and students from four dimensions: system (improving ethical norms and legal protection to clarify the boundaries of rights and responsibilities)

technology (optimizing AIGC platform functions to strengthen risk prevention and control capabilities)

education (reshaping teaching models to cultivate students' "technical literacy + innovative ability")

and management (establishing a diversified evaluation system to strengthen process supervision). The research aims to promote the benign integration of AIGC and college students' innovation and entrepreneurship education

and better serve the goal of cultivating high-quality entrepreneurial talents.