Higher education’s independent curriculum and mainstreaming are studied using mixed techniques. This qualitative and quantitative study examines how social mainstreaming in curriculum construction affects educational outcomes and social involvement. Focus groups and in-depth interviews with curriculum developers, educators, and students comprised qualitative research. Understanding social mainstreaming perspectives, experiences, and curriculum design was the goal. Using survey and institu-tional data, we measured independent curricular social mainstreaming frequency and impacts. Social mainstreaming promotes inclusive, equitable, and socially conscious learning. Integration improves student progress and societal responsibility. Research demonstrates variable social mainstreaming effects in independent curricular development, requiring a focused approach. Resource restrictions, change unwillingness, and mainstreaming ignorance complicate implementation. Higher education institutions, policymakers, and educators seeking socially meaningful and effective programs are affected by this study. The recommendations to promote higher education social mainstreaming showed that curriculum influences students' social attitudes, promoting social transformation.