As artificial intelligence (AI) continues to be widely integrated into global economic, social, and environmental governance, its role in promoting sustainable entrepreneurship has garnered increasing scholarly attention. This research aims to uncover the predictors affecting students' pro-environmental personal norms (EPNs) and subjective norms (SNs) related to AI-Driven Green Entrepreneurship Intention, thereby to propose a qualitative conceptual framework to shape the green entrepreneurial intentions. This study utilized semi-structured interviews to collect 30 empirical data from students, faculty members, and AI-driven green entrepreneurs. The data were analyzed through Nvivo 12, following grounded theory method with a three-stage coding process--open coding, axial coding, and selective coding--to reconceptualise the AI-driven sustainable entrepreneurship norms. This study explores how students in higher education develop pro-environmental personal norms (EPNs) and subjective norms (SNs) within AI-driven green entrepreneurship. The findings reveal that (1) higher education institutions cultivate environmental values and entrepreneurial awareness through AI-powered courses, incubators, and sustainability programs; (2) social influence, including mentorship, peer engagement, and industry expectations, reinforces subjective norms, shaping students' green entrepreneurial intentions; and (3) AI technology, policy support, and practical challenges influence the transition from environmental awareness to entrepreneurial action, with financial and technological constraints limiting implementation. This study not only enriches the entrepreneurship theory, but provides practical insights for higher education institutions, policymakers, and businesses to enhance AI-enabled green entrepreneurial education and policy frameworks.