The growing complexity of global issues and the pressing demand for innovative, socially responsible business models have made social entrepreneurship an essential skill in higher education. Virtual learning environments (VLEs) offer unparalleled opportunities for cross-cultural exchange, inclusivity, and accessibility in teaching social entrepreneurship. They allow students from different cultural backgrounds to collaborate regardless of their location.

This study aims to evaluate the effectiveness of cross-cultural virtual learning environments in teaching social entrepreneurship by focusing on developing students' practical skills and their intention to engage in social business. This study is based on two online surveys conducted among in total of 100 students from eight different European universities who completed a social entrepreneurship course between March - May of 2025. The surveys included quantitative and qualitative elements that captured demographic information, pre- and post-course knowledge assessments, motivating factors, perceived obstacles, satisfaction levels, and feedback for improving the course. Descriptive and correlation statistical analyses were employed to evaluate knowledge improvement and likelihood of practical application, while thematic analysis was used to assess qualitative feedback.

The survey results indicate a significant increase in knowledge of social from the pre-course survey. Students highlighted valuable components of the course, including case studies and real-world examples, engaging virtual lecturers and materials), and the opportunity to collaborate in an international environment. While the course structure was generally appreciated, suggestions were made to improve scheduling, increase hands-on learning opportunities and continue working on the business plan to promote more cross-culture cooperation. Notably, a significant number of students expressed an intention to start their own social businesses, reflecting a shift from theoretical interest to concrete plans. The course enabled students to develop new ideas and strategies for addressing social issues, fostering their ability to translate academic learning into practical action within their communities. Participants reported increased confidence in their entrepreneurial skills and a clearer understanding of the real-world challenges associated with social entrepreneurship. The virtual learning environment facilitated cross-cultural collaboration and networking, expanding students’ perspectives and supporting the development of multidisciplinary approaches to social innovation. Feedback suggests that integrating more mentorship opportunities and increasing the practical, hands-on components could enhance future iterations of the course.

Overall, these findings highlight the value of cross-cultural virtual learning environments (VLEs) in teaching social entrepreneurship. They provide evidence of the capacity of VLEs to enhance knowledge, inspire entrepreneurial action, and support the development of the practical skills needed to address societal challenges in diverse contexts.

Keywords: Social Entrepreneurship, Virtual Learning Environments (VLEs), Cross-Cultural Collaboration, Practical Skills Development, Social Innovation.