<![CDATA[Although entrepreneurship education has been widely implemented in higher education, its effectiveness in developing students’ social entrepreneurship competencies remains limited. This study aims to examine the limitations of conventional entrepreneurship education in fostering students’ social entrepreneurship competencies and to identify areas requiring pedagogical strengthening. Employing a quantitative descriptive survey design, the research involved 120 undergraduate students who had completed entrepreneurship courses, selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistical techniques. The findings indicate that entrepreneurship education is predominantly theory-oriented and classroom-based, with limited opportunities for community engagement and experiential learning. As a result, students’ social entrepreneurship competencies, particularly empathy, community leadership, and the ability to identify social problems were generally at moderate to low levels. The results further demonstrate a strong need to reorient entrepreneurship education toward more experiential, community-linked, and socially engaged learning approaches to better support the development of social entrepreneurship competencies. This study provides empirical evidence highlighting the limitations of conventional entrepreneurship education and contributes to the ongoing discourse on strengthening social entrepreneurship competencies within higher education through curriculum and pedagogical innovation.]]>
