(HEI) in embedding social entrepreneurship into their curriculum and institutional practices. Although social

entrepreneurship was defined as an important mechanism to support global challenges, yet many HEIs still do

not have a systematic approach to integrate it in their program structure. Therefore, the aim of this study is to

propose a global conception framework that will enhance the role of HEIs in nurturing future social

entrepreneurship. This study will focus on key components such as curriculum design, institutional support,

community engagement, process efficiency, digital transformation and data driven decision making. A

comprehensive examination of existing models, theories and best practices in social entrepreneurship was

conducted using qualitative research design. The framework builds on innovation theory, institutional theory

and social capital theory to offer a holistic approach that can be adapted to diverse regional contexts. Through

thematic analysis of relevant literature, the study identifies the strength and limitations of current models and

these barriers. future research should focus on empirical testing of the framework across different regions to

validate its effectiveness in diverse educational contexts.

This article is organized as follows: the introduction outlines the significance of social entrepreneurship in

higher education, highlights the research gap, and presents the study's objectives. The literature review

examines existing models and frameworks while discussing the challenge social capacity theory emphasizes

the importance of networks and relationships in fostering social entrepreneurship, s and opportunities

associated with social entrepreneurship in HEIs. The methodology section details the research design and data

Social entrepreneurship has emerged as a vital force for addressing social, environmental and economic

challenges across the globe. It involves the pursuit of innovative solutions that create social value while

employing entrepreneurial strategies to achieve sustainability and scalability. Unlike traditional business

ventures, social enterprises prioritize societal impact over profit maximization, making them essential in

promoting inclusive growth and social equity (Bornstein & Davis,2019). Globally social entrepreneurship has

garnered increase attention from policymakers, academicians and practitioners, as it provides a framework for

tackling pressing issues such as poverty, inequality and environmental degradation (Santos,2012). The rise of

social entrepreneurship in diverse sectors underscores its relevance in driving systematic change and fostering

community empowerment (Zahra et al., 2009). This momentum further supported by international

organizations such as the United Nations, which has recognised social entrepreneurship as a critical driver in

engagement is not limited to business school; interdisciplinary approaches are being adopted, encouraging

students from diverse fields to engage in social entrepreneurship (Kickul & Lyons, 2020). Additionally, HEIs

foster critical thinking, ethical leadership and a commitment to societal impact, essential qualities for aspiring

social entrepreneurs (Kimmit & Munoz, 2022). The global shift toward experiential learning and community

engagement further amplifies the role of HEIs in embedding social entrepreneurship into the academic

experience, aligning with broader efforts to contribute to social innovation and the Sustainable Development

Goals (Global University Network for Innovation, 2023).

The need for a global framework to guide HEIs in embedding social entrepreneurship into their curriculum and

institutional practices has become increasingly urgent. While many HEIs are adopting initiatives to support

social entrepreneurship, these efforts are of the fragmented and lack of cohesive strategies that ensure long

Development Goals (UNDP, 2023).

The aim of developing a comprehensive global framework for integrating social entrepreneurship within

higher education is to create a structured and cohesive approach to empowers HEIs to foster social innovation

and entrepreneurial skills among students. This framework seeks to unify diverse initiatives and best practices

across institutions worldwide, enabling a more systematic integration of social entrepreneurship into

curriculum, research and community engagement activities. By establishing clear guidelines and measurable

outcomes, the framework will facilitate collaboration among HEIs, policymakers and practitioners ensuring

that educational program are responsive to societal needs and global challenges. Ultimately, this framework

could aspire young generation to become socially responsible leaders equipped with the knowledge, skills and

mindset necessary to drive impaction change in their communities and beyond, while contributing to the

institution in this integration process and proposing strategies to overcome these barriers, ultimately aligning

the framework with global initiatives such as the United Nations’ Sustainable Development Goals to enhance

its relevance in promoting social impact and sustainability.

relationships among universities, industry and government as a means to foster innovation and soial impact.

This model has been notably successful in regions like Europe and North America, here strategic partnership

has been shown to enhance educational outcomes and promote social entrepreneurship initiatives (Iqbal et al.,

entrepreneurship.

In addition, the understanding of the local ecosystem is crucial for the success of social enterprises, as it allows

education can be woven into the fabric of academic programs to foster the spirit of innovation (Matlay, 2009).

Despite these advancements, challenges remain, including resource constraints, institutional resistance and a

lack of standardized curriculum across different regions (Iqbal et al., 2018; Qin et al., 2022). Kummitha (2020)

potentially lead to more effective educational outcomes and stronger impact on social entrepreneurship

initiatives globally.

The literature on social entrepreneurship in higher education institutions (HEIs) reveals a complex interplay of

barriers and opportunities that shape the adoption and integration of social entrepreneurship initiatives. One of

the primary barriers identified is institutional resistance, often rooted in traditional academic structure that

prioritize research and academic performance over entrepreneurial activities (Kummitha, 2020). This

resistance can be compounded by a lack of awareness and understanding of social entrepreneurship among

faculty and administrators, leading to inadequate support for developing relevant curriculum and programs

entrepreneurship into their curriculum. This need is echoed in the literature, where Zahra et al. (2014) highlight

the importance of aligning educational offerings with market demands to prepare students for future roles in

social entrepreneurship. Additionally, partnerships with local communities, NGOs and businesses offer

avenues for collaborative learning and practical engagement, enriching the educational experience for students.

allowing institutions to better prepare students for complexities of social entrepreneurship. This synthesis of

literature indicates that while significant barriers, such as institutional resistance and resources constrains,

exist, the opportunities for HEIs to lead in social entrepreneurship education are abundant. Strategic

approaches that leverage existing resources and foster collaborative networks are essential to enhance their

impact on societal challenges (Zhang, 2023)

The exploration of social entrepreneurship within education is grounded in several key theoretical frameworks.

Innovation theory, as articulated by Schumpeter (1934), posits that social entrepreneurship fosters new

solutions to social problems through creative approaches that challenge traditional practices (Sinwal et al.,

2022). This theory underscores the role of educational institutions as incubators for innovation, where students

planning and evaluation of social entrepreneurship programs, enabling HEIs to assess their impact effectively

and make informed adjustments to their initiatives (Santos, 2012).

conceptual and has not yet been empirically tested across a wide range of HEIs. The generalizability of its

components, particularly in regions with limited resources or institutional constraints, may vary. Additionally,

while the study proposes strategies for overcoming barriers such as institutional resistance and financial

constraints, further empirical research is needed to validate these solutions in diverse contexts. Finally, the