Embedding Inclusive Innovation and Social Entrepreneurship in Higher Education

Abstract Objective This study aims to lay the foundation for design and delivery of educational programs in the field of Inclusive Innovation (II) and Social Entrepreneurship (SE) at a tertiary level. Methodology The study adopted a multi-phase methodology to develop a comprehensive Toolkit for designing and delivering educational programs in II&SE. Firstly, a systematic literature review was conducted to clarify conceptual frameworks and identify best practices. This was followed by an empirical analysis of 25 existing II&SE study programs and courses offered at a tertiary level in Europe, which helped identify effective pedagogical and curricular approaches. The third phase involved categorizing best practices based on thematic relevance. Finally, stakeholder engagement panels were conducted in four EU countries (Bulgaria, Italy, Lithuania, and Poland) to gather practical feedback. Findings The analysis revealed that II&SE education is being integrated through various models in HEIs, including stand-alone programs, embedded modules, and extracurricular initiatives. Experiential and practice-based learning methods proved more effective than traditional lectures. Stakeholders are vital in enriching II&SE education by offering real-world collaboration opportunities. The impact was identified at three levels: individual (skills development), economic (entrepreneurial activity and employability), and societal (community development and inclusion). Value Added This study contributes to the growing field of II&SE by providing a structured, evidence-based Toolkit adaptable for diverse educational contexts. The present study also brings to light the importance of incorporating II&SE education in response to global development challenges, providing validated impact indicators and assessment tools to use for curriculum development and accountability. Recommendations Curricular integration in terms of II&SE content across disciplines is recommended for HEIs, prioritizing experiential learning relying on community-engaged teaching methods. Establishing multi-stakeholder ecosystems involving NGOs, public bodies and private sector actors for co-creation and mentorship also emerged from the findings as a suggestion. Finally, investing in faculty development through targeted training in innovative, competency-based pedagogical strategies can significantly enrich the learning experience and institutional capacity for delivering impactful II&SE education.