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Volume 6, Issue 2 (JUNE: Special Issue 2025)
johepal 2025, 6(2): 24-46 |
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Kumar A. (2025). A Critical Review of Pedagogical Approaches for Enhancing Leadership Capacity and Efficacy in Higher Education. johepal. 6(2), 24-46. doi:10.61186/johepal.6.2.24
URL: http://johepal.com/article-1-1254-en.html
URL: http://johepal.com/article-1-1254-en.html
Abstract: (19 Views)
This study critically examines pedagogical strategies for fostering leadership capacity and efficacy in higher education. A Literature search was conducted, identifying 29 studies between 2014 and 2024. Experiential learning enhances adaptability and decision-making through practical experiences, such as internships and service-learning. Mentoring encompasses traditional, peer, and reverse mentoring models that foster emotional intelligence, inclusivity, and self-efficacy, addressing equity challenges in leadership education. Collaborative learning strengthens intercultural competence and teamwork through structured group projects, whereas reflective practices, such as journaling and debriefing, deepen self-awareness and critical thinking in leadership training. Despite their effectiveness, these strategies face challenges in terms of scalability, cultural adaptability, methodological limitations, and inconsistent institutional support. To address these gaps, this study introduces the Leadership Learning and Development Framework that combines these pedagogical approaches within a structured and adaptive leadership education framework. It promotes hybrid learning models, leveraging technology-driven solutions such as AI-powered mentoring and virtual simulations to enhance accessibility and engagement. The findings have implications for curriculum design, faculty development, and institutional leadership programme, ensuring that leadership education evolves to meet the demands of complex, global professional environments.
Keywords: Experiential Learning, Mentoring, Collaborative Learning, Reflective Practices, leadership Efficacy, Higher Education
Type of Study: Research |
Subject:
Special
Received: 2024/11/20 | Accepted: 2025/05/1 | Published: 2025/06/30
Received: 2024/11/20 | Accepted: 2025/05/1 | Published: 2025/06/30
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