Teaching Social Innovation to Address ‘Wicked Problems’: Why a Critical Analysis Is Insufficient for Preparing the Next Generation of Problem-Solvers

Abstract

An era of globalization and disruption has specific implications for changing job markets where job insecurity, precarity and gig economies have become prominent features of the next generation workforce. At the same time, social inequality, poverty and environmental challenges remain persistent barriers to human well-being. Solutions to systemic social and environmental issues in support of social progress require social innovations and state-of-the-art training models that can prepare students for their careers, and for careers that have positive societal impacts. Academic content and educational methodologies require increased attention to the realities of current students. Preparing the next generation of leaders and thinkers for solving complex, global challenges therefore requires new strategies and approaches for classroom-based and experiential learning in social innovation. This chapter will document why and how social innovation is being taught in an international development studies course; the nature of the training and how it is a departure from other styles of knowledge generation; the core principles required for delivering social innovation education; and the experiences and outputs of the students who took part in this course. While new educational strategies are needed, feminist principles of solidarity, participatory approaches, gender equality, intersectionality, and social justice must guide the educational design of social innovation courses.