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The present study locates social justice in the higher education policies in Pakistan and the United States. It also determines the challenges that resist higher education institutions to promote human rights values.  Through a robust systematic literature review, the researcher has traced elements of social justice in higher education policies. Whereas scholars’ experiences on human rights challenges are accumulated through a descriptive survey. Accessibility, harassment, and free speech are the core human rights challenges in higher educational settings. Although educational policies have infused ‘recognitive perspective of social justice’, there remains a gap between policy and its implementation due to ideological interferences (Nelson, Creagh & Clarke, 2009). Higher Education policies have the potential to stimulate social justice practices. In this regard, liaison between policy and its execution is of utmost importance. It necessitates coalition between various stakeholders and beliefs. In addition, policy evaluation, accountability mechanisms, and ethical leadership are at the forefront (OECD, 2015). What becomes more pivotal is to take ownership of governance, and practice social justice values across the academia for building institutional resilience.

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