Transformational Leadership and Empowerment as Catalysts for 21st Century Skills: A Conceptual Framework for Malaysian Higher Education

Noor Azreen Mohd Khushairi, Sabiroh Md Sabri, Ismalaili Ismail, Nur Fazliana Rahim and Mohd Imran Khusairi Shafee
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Noor Azreen Mohd Khushairi: Faculty of Business and Management, Universiti Teknologi MARA Cawangan Perlis, Kampus Arau, 02600 Arau, Perlis
Sabiroh Md Sabri: Faculty of Business and Management, Universiti Teknologi MARA Cawangan Perlis, Kampus Arau, 02600 Arau, Perlis
Ismalaili Ismail: Faculty of Business and Management, Universiti Teknologi MARA Cawangan Perlis, Kampus Arau, 02600 Arau, Perlis
Nur Fazliana Rahim: Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA Cawangan Perlis, Kampus Arau, 02600 Arau, Perlis
Mohd Imran Khusairi Shafee: Faculty of Business and Management, Universiti Teknologi MARA Cawangan Perlis, Kampus Arau, 02600 Arau, Perlis

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 24, 160-164

Abstract: The transformation of higher education in the 21st century is shaped by globalization, technological advancement, and Industry 4.0, which demand graduates with competencies beyond academic knowledge. These competencies, known as 21st century skills, include creativity, critical thinking, communication, collaboration, adaptability, and digital literacy. Despite ongoing curriculum reforms, Malaysian employers continue to highlight the persistent “skills gap†among graduates. This conceptual paper argues that leadership and empowerment practices within higher education institutions are equally crucial in embedding these competencies. Drawing on Transformational Leadership Theory, Psychological Empowerment Theory, and the 21st Century Skills Framework, the paper develops a conceptual model linking leadership, empowerment, and graduate outcomes. The proposed framework highlights empowerment as a mediating mechanism through which transformational leadership fosters students’ acquisition of essential competencies. The paper contributes theoretically by extending empowerment frameworks into higher education and practically by offering insights for institutional leaders and policymakers. It also provides a roadmap for future empirical studies to test and validate the proposed relationships.

Date: 2025
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