While higher education is increasingly expected to reduce inequality, drive economic growth, and solve social issues, it frequently remains a symbolic space for discussion rather than a catalyst for fundamental change, without structural support and cross-sector collaboration.

This study examines the dual function of education sciences in knowledge societies, analyzing how social innovations often manifest as educationalization—the process of shifting societal problem-solving responsibilities onto educational institutions rather than addressing them at a deeper structural level. This paradox underscores the necessity of critically examining broader social structures and exploring collaboration beyond the education sciences field to understand how systemic forces interact and shape social innovation.

To analyze the mechanisms of power distribution and knowledge creation in higher education, this study applies Bourdieu’s field and capital theory alongside the quintuple helix model. This model incorporates academia, industry, government, civil society, and the environment as key stakeholders in the innovation process, ensuring that social innovations are not reduced to mere educational reforms. The study will use qualitative content analysis and an abductive approach, drawing from expert interviews representing each of the five spheres.

The findings will contribute to a broader understanding of bottom-up and top-down social innovation flows, highlighting how universities can balance their role between knowledge creation and economic utility in the evolving knowledge society.

Keywords: Academia, Educational Sciences, Educationalization, Innovation, Knowledge society, Quintuple Helix Model, Social Innovation.