İLE KURULMUŞTUR The need to reconsider how nonprofits, universities and training institutions educate the future generation of social entrepreneurs is an obligation and an opportunity for the social sector. Generations of youth who are motivated to tackle environmental and social problems have to be able to navigate massive changes within their lives, their communities, and within the fields in which they intend to participate. Change is becoming increasingly complicated in nature, affecting many sectors and geographic regions at the same time and at a rate that is exponentially more rapid. It is not an anomaly problems that are emerging from the COVID-19 epidemic for instance, could possibly point to a change in normal. However youngsters enter the field with significantly lower levels wellbeing than their predecessors even as social innovators working in this field are exhausting themselves at an unprecedented rate. People in the midst of their youth, especially those who are younger than 25 are currently suffering from dramatic increase in mental illnesses such as anxiety and depression. Together, these issues reveal that the social innovation education field should invest the same amount of time and effort into developing the mental health of students changemakers--those who seek to participate in creating an environmentally sustainable, fair and loving society, as it does in the development of their knowledge of the challenges facing society within the world. Understanding of students' individual worlds directly impacts their capacity to make positive changes and sustain themselves through social innovation in the long term. The change they want to create within the world is tied to developing and using their the inner resources to create outer transformation.
In order to encourage this change, The Wellbeing Project (TWP) in conjunction with Stanford University's Division of Health and Human Performance and the University of Virginia's Contemplative Sciences Center established an international group comprised of teams from universities as well as institutes that is called the Wellbeing, Innovation, and Social Change in Education (WISE) Network in the year 2018. The network is committed to creating educational strategies and methods that promote student and industry well-beingand views wellbeing as an integral component of social change that can be positively influenced. The WISE educational models incorporate insights that come from neurobiology, behavioral epigenetics, psychology, applied humanities and arts in order to better understand the elements that promote the psychological, emotional physical, social and " flourishing"--the development of our full potential as well as an unwavering sense of well-being. The organization believes that flourishing comes from the integration of wellbeing contemplation, reflection and social change, and is a result of engaging with ourselves, our relationships, as well as within the wider world. If successful, it holds the ability to transform the lives of individuals as well as communities and even entire societies.