A rhizomatic mapping of social responsibility and social entrepreneurship teaching and learning in Oman’s tertiary education classroom

This study addresses the need for continuous rethinking of higher education to implement a paradigm where students’ social responsibility as ethical framework and social entrepreneurship skills will meet the requirements of the 21st century workplace. Using rhizomatic mapping, it folds thinking about curriculum, teaching and learning practice in the context of the foundation and credit English for Specific Purposes (ESP) courses at tertiary education institutions in Oman, and connects data to explore how new directions and policy documents are positioned and implemented in the classroom as perceived by teachers in relation to establishing skill centered learning spaces that will provide comprehensive intellectual base for our students’ further learning and work.