The role of Saudi universities in advancing inclusive innovation and entrepreneurship for students with Autism Spectrum Disorder in light of Vision 2030

Guided by Saudi Vision 2030, this systematic review examines how Saudi universities are advancing inclusive education and entrepreneurship opportunities for students with Autism Spectrum Disorder (ASD). Following PRISMA guidelines, 34 peer-reviewed studies published between 2013 and 2025 were retrieved from Scopus, Web of Science, ERIC, and Saudi digital repositories. Methodological quality was assessed using MMAT and CASP tools, and findings were synthesized thematically. Four key dimensions of inclusive higher education emerged: (1) Universal Design for Learning (UDL) frameworks, (2) assistive technology integration, (3) academic and psychological counseling services, and (4) innovation incubators that support entrepreneurial development among students with ASD. The review indicates that inclusive practices can improve participation, engagement, and access to entrepreneurial opportunities; however, evidence remains fragmented and no meta-analysis was conducted. Persistent challenges include inconsistent institutional policies, limited faculty training, and uneven implementation of support services across universities. Comparative insights from international models highlight the importance of coordinated governance, faculty development, and accessible digital infrastructure. The review concludes that Saudi universities have strong potential to become regional leaders in neurodiversity-inclusive innovation by institutionalizing evidence-based supports and embedding entrepreneurship within inclusive higher education systems.