21st Century Leadership Skills of Higher Education Faculty in Punjab, Pakistan: Perceptions, Gaps, and Development Needs
Year: 2025
Type: article
Study design: Observational Study
Abstract: The evolving demands of the 21st century have transformed the nature of leadership in higher education, necessitating the development of future-ready skills among university faculty. The study examines the extent to which faculty members at higher education institutions in Pakistan possess and require training in critical 21st century leadership competencies, including critical thinking, communication, collaboration, creativity, and digital literacy. The research study employed a quantitative survey with a self-designed questionnaire, distributed to 450 faculty members from various universities (both public and private) in Punjab, Pakistan. Data were analyzed using SPSS 22, employing both descriptive and inferential statistics. The results indicated a good level of self-reported communication and critical thinking skills, whereas creativity and collaboration were found to have relatively lower values. No significant variation in skill levels by gender was identified using independent samples t-tests. The findings noted that less experienced faculty members (0-5 years) were more competent in teamwork and innovativeness compared to their experienced counterparts. Creative thinking, digital literacy, and collaborative leadership are issues that should be prioritized in professional development, as indicated by most faculty members. Reported outcomes make it clear that faculty training aimed at innovation, technological fluency, and adaptive leadership is urgently needed and should be structured. The research highlights the need for institutional investment in developing faculty leadership to facilitate the alignment of Pakistan's global education objectives with the national higher education reform.
Authors: Dr. Rabia Ghaffar, Dr. Tanzeela Urooj, Dr. Muhammad Jamil
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4412495808