Investigating Social Entrepreneurship Education in Pakistan: Perspectives from Students, Teachers, and Social Business Visionaries

Abstract

This study investigated perceptions of social business venture schooling among three critical stakeholders in Pakistan: student’s studies in business and entrepreneurship, teachers in business and entrepreneurship, and social business visionaries. Using purposive sampling technique, the data was collected from 100 learners, 30 Educators, and 20 social business visionaries. The review centers around three essential subjects: gained abilities, mentalities toward social business venture, and boundaries to execution. The study finding indicated that learners see social business schooling as fundamental for cultivating initiative, advancement, and flexibility, with 76% considering these abilities applicable to their profession yearnings. Moreover, 78% of understudies accept that such training would improve their employability. Nonetheless, just 32% revealed approaching assets that help social business venture.. Recognized hindrances incorporate insufficient subsidizing, a lack of prepared teachers, and obsolete educational plans. More than 80% of teachers recognized asset impediments, while 65% highlighted the shortfall of suitable educational program systems. Moreover, 90% of teachers and social business visionaries referred to foundational issues inside the school system as significant hindrances to executing successful social business instruction.

The study show a squeezing need for educational program change, expanded institutional help, and further developed financing to adjust schooling to the rising interest in friendly business venture. Tending to these difficulties is urgent for establishing a strong climate for social business in Pakistan.