This study investigates the integration of social entrepreneurship and education for sustainable development courses through a human-centric approach at public universities in Bangkok, Thailand and Tokyo, Japan. It aims to develop design principles for an innovation-driven social entrepreneurship course. Through interviews, questionnaires, and analysis of student projects, the research explores how participation in entrepreneurial activities shapes students’ perceptions and social environmental identities. The findings are presented through case studies. At the core of the study is the 4Ps framework—Problems, Projects, Peers, and Purposes. The 4Ps framework highlights how incorporating Problems, Projects, Peers, and Purposes into the learning environment cultivates social environmental identities. Engaging students in project-based, real-world challenges not only deepens their understanding of social and environmental issues but also unites them with a common goal to address these challenges. © The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2024.
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