Digital platforms have reorganized the creative work industry and altered how creators attract fans, earn revenue, and establish professional identities. Networked participation, algorithmic visibility, and quantified engagement are becoming mediating factors to artistic success in this platform-based economy. However, arts education policy remains significantly rooted in historical studio models, where technical mastery is prioritized at the expense of psychological readiness to work in the digital entrepreneurship setting. According to this Perspective paper, creative self-efficacy (CSE), the notion that individuals possess the potential to generate creative results, should be a key policy focus in arts and creative entrepreneurship education. Based on social cognitive theory and creativity studies, this paper theorizes digital platforms as continuous efficacy calibration systems that may shape creative confidence using metrics, feedback, and social validation. A policy-oriented conceptual framework is proposed linking educational design, platform exposure, CSE development, and sustainable artrepreneurial outcomes. The paper concludes with curriculum change actions, institutional governance suggestions, and research guidelines for higher education systems in training artists to work in platform-based economies. This research contributes to existing knowledge by combining psychological theory with the platform economy and suggesting a framework for the policy-oriented reform of arts education.