ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXIV October 2025

Page 160

www.rsisinternational.org

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

Mohd

Imran Khusairi Shafee

1,2,3,5

Faculty of Business and Management, Universiti Teknologi MARA Cawangan Perlis, Kampus

Arau, 02600 Arau, Perlis, Malaysia

Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA Cawangan Perlis,

Kampus Arau, 02600 Arau, Perlis, Malaysia

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.924ILEIID0019

Received: 23 September 2025; Accepted: 30 September 2025; Published: 29 October 2025

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.

Keywords: Transformational Leadership, Empowerment, 21

Century Skills, Higher Education, Malaysia

INTRODUCTION

The 21st century presents both opportunities and challenges for higher education systems worldwide. Rapid

technological innovations, globalization, and shifting workplace expectations have heightened the importance

of preparing graduates who are not only knowledgeable but also innovative, adaptable, and collaborative. In

Malaysia, this imperative has been reinforced by employers’ consistent concerns regarding the “skills gap”

among graduates. Despite strong academic credentials, graduates often lack critical competencies such as

creativity, adaptability, and digital literacy, which are increasingly demanded in Industry 4.0 (Salleh et al.,

2024).

The discourse on 21

century skills emphasize six competencies: creativity, critical thinking, communication,

collaboration, adaptability, and digital literacy. While these skills are crucial for workforce readiness, their

integration into higher education remains inconsistent. Traditional teaching approaches tend to prioritize rote

learning and content mastery, limiting opportunities for students to engage in problem-solving, critical inquiry,

and innovative thinking. This highlights the need for systemic approaches that go beyond curriculum reform to

address institutional leadership and empowerment.

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXIV October 2025

Page 161

www.rsisinternational.org

Transformational leadership is particularly relevant in this context. Transformational leaders articulate vision,

inspire followers, and stimulate intellectual engagement, fostering institutional cultures that encourage

innovation and adaptability (Yusof et al., 2022). Within educational settings, leadership plays a pivotal role in

shaping policies, curricula, and learning environments that cultivate future-ready graduates. Importantly,

leadership is not merely about administrators or faculty members but also about creating empowering

environments where students perceive meaning, competence, and influence in their educational experiences.

This study proposes that transformational leadership, mediated by empowerment, can significantly enhance the

acquisition of 21

century skills. The conceptual framework integrates three theoretical perspectives:

Transformational Leadership Theory (Bass, 1985), Psychological Empowerment Theory (Spreitzer, 1995), and

the 21

Century Skills Framework (P21, 2009; Salleh et al., 2024).

LITERATURE REVIEW

Transformational Leadership in Higher Education

Transformational leadership, conceptualized by Bass (1985), emphasizes vision, intellectual stimulation, and

individualized consideration. In higher education, such leaders inspire innovation and adaptability by fostering

collaboration and critical thinking among faculty and students. Empirical evidence confirms that

transformational leadership enhances academic creativity and institutional innovation (Yusof et al., 2022; Al-

Dhaafri & Al-Swidi, 2023). Unlike transactional leadership, which emphasizes compliance, transformational

leadership nurtures intrinsic motivation and essential for cultivating future-ready graduates.

Psychological Empowerment as a Mediator

Psychological empowerment consists of meaning, competence, self-determination, and impact (Spreitzer,

1995). It is increasingly recognized as the mechanism through which leadership influences outcomes in

education. Empowered students feel capable of directing their learning, engaging in inquiry, and applying

knowledge creatively. Studies in Malaysian HEIs confirm that empowerment mediates leadership–innovation

relationships, enabling enhanced student performance and innovation (Rahim & Ismail, 2023; Shahzad et al.,

2024).

The 21

Century Skills in Higher Education

The P21 Framework (2009) and more recent extensions emphasize six competencies: creativity, critical

thinking, communication, collaboration, adaptability, and digital literacy (Salleh et al., 2024). These skills

underpin graduates’ readiness for Industry 4.0. However, rigid curricula and assessment-driven teaching in

Malaysia often inhibit their integration (Hussin et al., 2022). Thus, cultivating these competencies requires not

only curriculum reform but also leadership-driven empowerment strategies that reshape institutional culture.

Leadership and Skills in Malaysian Private Universities

Private universities in Malaysia play an increasingly significant role in producing graduates for the global

workforce. However, studies reveal gaps in empirical research connecting leadership, empowerment, and 21

century skills in this sector. Most existing research focuses on organizational innovation among staff (Rahim &

Khushairi, 2024), with limited attention to student outcomes. Addressing this gap is crucial for understanding

how leadership and empowerment shape graduates’ acquisition of critical competencies in the Malaysian

context.

METHODOLOGY

This study employs a quantitative survey design to examine the influence of transformational leadership on the

acquisition of 21

century skills, with psychological empowerment as a mediating variable. The quantitative

approach is appropriate as it enables empirical testing of relationships between latent constructs and provides

robust generalizability across the student population in Malaysian private universities.

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXIV October 2025

Page 162

www.rsisinternational.org

The target population consists of undergraduate students enrolled in private universities across Malaysia. A

stratified random sampling method will be used to ensure representation across faculties and academic levels.

A sample size of 400–500 respondents is planned, which is consistent with recommendations for Structural

Equation Modelling (SEM) to achieve statistical power and model accuracy.

Data will be collected using a structured questionnaire divided into three parts: transformational

leadership(measured by MLQ-5X), psychological empowerment (measured by Spreitzer’s empowerment

scale), and 21

century skills (validated scales covering creativity, critical thinking, communication,

collaboration, adaptability, and digital literacy). All items will be assessed using a five-point Likert scale. Data

will then be analyzed using SmartPLS to evaluate both the measurement model (reliability and validity) and

the structural model (direct, indirect, and mediation effects).

RESULTS AND DISCUSSION

The Leadership and Empowerment

It is hypothesized that transformational leadership will significantly predict psychological empowerment.

Leaders who provide intellectual stimulation and individualized support enhance students’ sense of meaning

and competence, motivating them to engage actively in learning. This aligns with findings by Rahim and

Ismail (2023), who showed that empowerment mediates the leadership–innovation relationship in Malaysian

universities.

The Empowerment and 21

Century Skills

Psychological empowerment is expected to positively predict the acquisition of 21

century skills. Empowered

students are more likely to engage in critical inquiry, collaborative problem-solving, and creative tasks.

Shahzad et al. (2024) emphasize that empowerment enhances innovation and adaptability, aligning with the

skills demanded in Industry 4.0.

The Implications for Policy and Practice

The anticipated results have both theoretical and practical implications. Theoretically, the study extends

leadership and empowerment frameworks into the higher education sector, validating empowerment as a

mediator of student outcomes. Practically, the findings will inform policymakers and institutional leaders about

the importance of adopting transformational leadership practices that foster empowerment. This includes

designing policies and teaching strategies that enhance student autonomy, digital literacy, and collaboration.

By embedding empowerment into leadership practices, universities can better prepare graduates for the

complexities of the global workforce.

Proposed Framework

The proposed framework for this study integrates three theoretical perspectives: Transformational Leadership

Theory (Bass, 1985), Psychological Empowerment Theory (Spreitzer, 1995), and the 21st Century Skills

Framework (P21, 2009; Salleh et al., 2024). As illustrated in Figure 1, transformational leadership is expected

to influence the acquisition of 21st century skills indirectly through the mediating effect of psychological

empowerment.

Transformational leaders inspire students through vision, intellectual stimulation, and individualized support,

creating an environment that enhances meaning, competence, self-determination, and impact. These

dimensions of empowerment strengthen students’ intrinsic motivation and engagement, which in turn foster

creativity, collaboration, critical thinking, adaptability, and digital literacy. Empowerment, therefore, functions

as the mechanism that translates leadership behaviors into skill development.

This framework positions empowerment as a key mediator that links leadership to student outcomes,

highlighting the importance of leadership practices in higher education that go beyond administrative

management to directly influence students’ readiness for Industry 4.0. By validating this framework through

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXIV October 2025

Page 163

www.rsisinternational.org

quantitative analysis, the study is expected to contribute theoretically by extending empowerment models and

practically by providing policy insights for leadership strategies in Malaysian private universities.

Figure 1: Conceptual Framework of the Study

CONCLUSION

This study highlights the critical role of transformational leadership and psychological empowerment in

embedding 21st century skills within higher education. By adopting a quantitative approach, the research

addresses limitations in prior studies that relied heavily on conceptual or qualitative designs. The expected

contributions are twofold:

1. Theoretical Contribution: Extending transformational leadership and empowerment frameworks into

educational contexts, confirming empowerment as a mediator.

2. Practical Contribution: Providing actionable insights for policymakers and leaders to embed

empowerment-driven practices, ensuring graduates are innovative, adaptable, and competitive.

Ultimately, the study aims to strengthen higher education’s capacity to produce graduates equipped for the

demands of Industry 4.0 and beyond.

ACKNOWLEDGEMENTS

The authors gratefully acknowledge the support and encouragement of Dr. Sabiroh, Dr. Ismalaili, Dr. Nur

Fazliana and Dr. Imran in the preparation of this extended abstract. Their contributions have been instrumental

in refining the conceptual framework and strengthening the overall quality of this work.

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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXIV October 2025

Page 164

www.rsisinternational.org

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