Purpose: Although social entrepreneurship has been extensively studied, there remains a scarcity of empirical research on social entrepreneurship literacy. Addressing this gap, the present case study investigates the perceptions of students and teachers regarding social entrepreneurship literacy in a vocational boarding school context. Design/methodology/approach: Data were gathered through focus group interviews and analyzed using interpretative phenomenological analysis, guided by Peredo and McLean’s (2006) dimensions: goals, opportunities, innovation, risks and human resources. Findings: The findings reveal that both students and teachers perceive the five dimensions of social entrepreneurship literacy as pivotal in fostering social awareness and instilling core values. Research limitations/implications: This study contributes to the growing body of literature by offering empirical insights into how students’ and teachers’ beliefs and attitudes towards social entrepreneurship literacy influence their entrepreneurial intentions and practices. Originality/value: By fostering a conducive educational environment for social entrepreneurship, schools can design and implement literacy programs that effectively raise awareness and cultivate entrepreneurial literacy among students and teachers. © 2025, Emerald Publishing Limited.
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