Abstract

This article examines the persistent tension between the academic vocation of Educational Sciences and their entrepreneurial potential, particularly in African contexts where educational challenges and graduate employability issues are pressing. It aims to explore the epistemological foundations, concrete forms, and social implications of educational entrepreneurship, using a qualitative, theoretical, and reflective approach. Drawing on conceptual frameworks from scholarly literature and illustrative examples such as EdTech platforms (Khan Academy, Eneza Education, OpenClassrooms), the study highlights transferable competencies derived from Educational Sciences—pedagogical engineering, project management, critical analysis—and the conditions for converting educational capital into entrepreneurial capital. It identifies several typologies of educational entrepreneurship (social, technopedagogical, institutional, community-based) and emphasizes structural obstacles to overcome, while proposing actionable levers such as the creation of pedagogical incubators, the valorization of student projects, and the strengthening of dialogue between researchers and practitioners. Ultimately, the article advocates for a reconfiguration of Educational Sciences training, positioning it as a driver of innovation, professionalization, and social transformation.