Education and social innovation: a framework based on a systematic review

Abstract

This article aims to propose a framework with the relationship between education and social innovation (SI). To do this, we conducted a systematic literature review using the Web of Science database in two stages: (1) scientometric analysis, using the software CitNetExplorer and VOSViewer: a historiography analysis, co-occurrence of keywords analysis, and author co-citation analysis; (2) filtering and meta-analysis of the papers found, defined based on the number of citations of the papers, the year of their publication, and the presence of impact factors in the publication channels (method ordinatio method). Results indicate that social innovation originates in education, either as a process or as a product. And educational innovation processes are supported by co-creation and institutional articulations in different educational loci, including non-formal education. This study argues that SI can arise through education, having several purposes, and being able to become a vector of initiatives and technologies applied to the educational field, which generates a cycle between the two phenomena. This study contributes socially to the discussion on the emancipation of social actors through education. We also make a practical contribution, providing examples of the application of the theme, which can support new educational policy models and management.

Keywords:

• social innovation
• education
• educational policies
• public policies
• non-formal education
• co-creation
• social change

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES); and Fundação Joaquim Nabuco (FUNDAJ) – PE/Brasil.

Notes on contributors

Leonardo Ferreira Batista

Leonardo Ferreira Batista, PhD student in Administration. Master and Bachelor in Administration, and graduated in People Management. He was a manager in companies of different segments and trained as a teacher at the Federal University of Campina Grande and the Federal University of Pernambuco. In his academic career, he participated in a junior management company and developed teaching, research, and extension activities in the tutorial education program of the Ministry of Education of Brazil. Main topics of interest: Social Innovation, Education, People Management, and related subjects.

Diogo Henrique Helal

Diogo Henrique Helal, Post Doctor in Administration. PhD in Human Sciences, with a concentration in Sociology, graduated and Master of Administration. Researcher of the Directorate of Social Research (DIPES), of the Joaquim Nabuco Foundation (FUNDAJ / MEC), where he is Scientific Coordinator of the Center for Social Innovation in Public Policies (NISP). He is a Permanent Professor of the Graduate Program in Administration (PROPAD), at the Federal University of Pernambuco. He has experience in Administration and Sociology, acting mainly on the following themes: Social Inequalities, Generations and Work; Social Innovation and Public Policies.