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Impact of Virtual Leadership Programs on TVET Leaders' Personalised Learning and Gender Identity: Contextual Insights from Pakistan

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Title: Impact of Virtual Leadership Programs on TVET Leaders' Personalised Learning and Gender Identity: Contextual Insights from Pakistan
Language: English
Authors: Muhammad Mujtaba Asad (ORCID 0000-0001-9532-7054), Mohsin Ali, Norah Mansour Almusharraf
Source: Higher Education, Skills and Work-based Learning. 2026 16(1):152-169.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Leadership Training, Foreign Countries, Skill Development, Sex, Electronic Learning, Professional Development, Career and Technical Education, Transformational Leadership, Individualized Instruction, Leaders
Geographic Terms: Pakistan
DOI: 10.1108/HESWBL-10-2024-0343
ISSN: 2042-3896
Abstract: Purpose: In Pakistan's evolving technical and vocational education and training (TVET) landscape, this study aims to examine how personalised learning experiences and gender identity shape transformational leadership skills acquisition within a digitally mediated learning environment. Design/methodology/approach: The quantitative correlational design used data from n = 375 TVET leaders participating in virtual leadership programs. An adapted survey instrument measured three constructs: virtual leadership experience, personalised learning and gender identity. Data were analysed using Spearman's correlation to explore the relationship among the variables. Findings: Findings indicate a significant positive correlation between participation in virtual leadership programs and the development of transformational leadership skills. Personalised learning emerged as a key facilitator in enhancing leadership capabilities. Gender identity significantly influenced participants' experiences, suggesting the need for inclusive leadership training approaches. Practical implications: The results suggest that program designers and TVET educators should embed personalised learning strategies and gender-responsive pedagogical frameworks into virtual leadership training. Such measures can foster more equitable and effective leadership development in diverse vocational education contexts. Originality/value: This study contributes to the evolving discourse on virtual leadership by providing empirical evidence from a Global South perspective. It offers a nuanced understanding of the interplay between gender identity and digital learning in leadership development, an area underexplored in vocational education research. By investigating this significant aspect conceptually and practically in virtual leadership in TVET, institutions can influence policy implementation, pedagogical innovation and institutional resilience in digital environments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501594
Database: ERIC
FullText Text:
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  Data: Impact of Virtual Leadership Programs on TVET Leaders' Personalised Learning and Gender Identity: Contextual Insights from Pakistan
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  Data: <searchLink fieldCode="AR" term="%22Muhammad+Mujtaba+Asad%22">Muhammad Mujtaba Asad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9532-7054">0000-0001-9532-7054</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohsin+Ali%22">Mohsin Ali</searchLink><br /><searchLink fieldCode="AR" term="%22Norah+Mansour+Almusharraf%22">Norah Mansour Almusharraf</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education%2C+Skills+and+Work-based+Learning%22"><i>Higher Education, Skills and Work-based Learning</i></searchLink>. 2026 16(1):152-169.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Leadership+Training%22">Leadership Training</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+Leadership%22">Transformational Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Leaders%22">Leaders</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
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  Data: 10.1108/HESWBL-10-2024-0343
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  Data: 2042-3896
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: In Pakistan's evolving technical and vocational education and training (TVET) landscape, this study aims to examine how personalised learning experiences and gender identity shape transformational leadership skills acquisition within a digitally mediated learning environment. Design/methodology/approach: The quantitative correlational design used data from n = 375 TVET leaders participating in virtual leadership programs. An adapted survey instrument measured three constructs: virtual leadership experience, personalised learning and gender identity. Data were analysed using Spearman's correlation to explore the relationship among the variables. Findings: Findings indicate a significant positive correlation between participation in virtual leadership programs and the development of transformational leadership skills. Personalised learning emerged as a key facilitator in enhancing leadership capabilities. Gender identity significantly influenced participants' experiences, suggesting the need for inclusive leadership training approaches. Practical implications: The results suggest that program designers and TVET educators should embed personalised learning strategies and gender-responsive pedagogical frameworks into virtual leadership training. Such measures can foster more equitable and effective leadership development in diverse vocational education contexts. Originality/value: This study contributes to the evolving discourse on virtual leadership by providing empirical evidence from a Global South perspective. It offers a nuanced understanding of the interplay between gender identity and digital learning in leadership development, an area underexplored in vocational education research. By investigating this significant aspect conceptually and practically in virtual leadership in TVET, institutions can influence policy implementation, pedagogical innovation and institutional resilience in digital environments.
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      – Text: English
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    Subjects:
      – SubjectFull: Leadership Training
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Skill Development
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      – SubjectFull: Sex
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Professional Development
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      – SubjectFull: Career and Technical Education
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      – SubjectFull: Transformational Leadership
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      – SubjectFull: Individualized Instruction
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      – SubjectFull: Leaders
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      – SubjectFull: Pakistan
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      – TitleFull: Impact of Virtual Leadership Programs on TVET Leaders' Personalised Learning and Gender Identity: Contextual Insights from Pakistan
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