Impact of 21st Century Teaching Skills for Active Learning to Enhance the Leadership Qualities of University Students in Pakistan

Abstract

The study investigated the impact of 21st-century teaching skills on active learning and the development of leadership qualities among university students in Pakistan. It aimed to examine how contemporary pedagogical practices influenced student engagement and leadership competencies. A quantitative research design was employed, using a descriptive-correlation approach to collect and analyse numerical data regarding teaching strategies, active learning and leadership development. A structured questionnaire was developed and administered to 300 students from ten departments of The Islamia University of Bahawalpur, with 287 valid responses received. The questionnaire measured three primary constructs: 21st-century teaching skills, active learning and leadership qualities. Validity was established through expert opinions, while reliability was confirmed with Cronbach’s alpha values of 0.88, 0.85 and 0.90, respectively, indicating high internal consistency. Data were analysed using SPSS-26.0, applying descriptive statistics, Pearson correlation and regression analysis to determine relationships among variables and the predictive influence of teaching skills and active learning on leadership qualities. Findings revealed that students perceived teachers as effectively implementing modern teaching strategies that promoted active engagement, collaboration and problem-solving. Active learning was positively associated with the development of leadership qualities, including accountability, initiative and teamwork. Regression analysis indicated that both 21st-century teaching skills and active learning significantly predicted leadership outcomes, highlighting the crucial role of student-centred pedagogies. The study concluded that modern teaching practices, combined with active learning opportunities, enhanced leadership development among university students, providing evidence for curriculum and faculty development initiatives aimed at preparing future leaders.

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