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As climate and ecological crises intensify, sustainability and entrepreneurship education face an important challenge: students are encouraged to ‘change the world’ while increasingly perceiving collective futures as doomed. This paper introduces planetary hopefulness as a system-level, future-oriented emotional response toward the openness of a livable future for humanity and the planet. Moving beyond individualistic, goal-driven conceptions of hope, planetary hopefulness captures the affective conditions under which agency remains meaningful when individual control is limited. Drawing on collective action theory and social entrepreneurship education, we examine how nurturing planetary hopefulness shapes the translation of learning into agency. Using a longitudinal design with 234 students enrolled in sustainable entrepreneurship courses, we apply latent change modeling to analyze how changes in hopefulness, self-efficacy, and social identification influence changes in social entrepreneurial intentions. Findings show that increases in planetary hopefulness strengthen entrepreneurial intentions and condition when gains in social identification become motivationally effective, while self-efficacy operates more independently. The study contributes to management learning by theorizing hopefulness as an affective condition of future possibility, demonstrating that sustaining engagement in times of planetary crisis requires not only skills and identities, but also emotional orientations that keep collective futures open.
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Hermans, J., & Solbreux, J. (2026). The Role of Hope in the Formation of Social and Sustainable Entrepreneurial Intention. https://hdl.handle.net/2078.5/272315