Interdisciplinary Approach to the Formation of Leadership Competence in Higher Education Students

Abstract

Purpose of the study: to substantiate and experimentally verify the advantages of the interdisciplinary approach in the formation of leadership competence of higher education students (future teachers). Methodology: Theoretical methods – study, analysis, and generalization of philosophical, social, psychological, and pedagogical literature; empirical methods – questionnaires (surveying), testing, interviews, and observation; experiment; methods of mathematical statistics. Main Findings: The application of an interdisciplinary approach in the development of leadership competence has the following advantages: it promotes the development of systemic and critical thinking; it ensures a deeper understanding of the value foundations of leadership and fosters a responsible attitude toward one’s professional and civic position; it activates the activity-based component of leadership competence through the use of the case method, project-based learning, and the modeling of managerial situations; and creates a favorable environment for the development of reflective skills. Novelty/Originality of this study:  The study may be valuable as it demonstrates that the formation of leadership competence within an interdisciplinary approach goes beyond the acquisition of discrete knowledge and is aimed at the comprehensive development of the higher education student’s personality (future teacher). Such an approach contributes to the development of communicative culture, emotional intelligence, the ability to cooperate, and the capacity to manage interpersonal relationships. It also enables the formation of readiness for professional mobility and adaptation to change, which are essential characteristics of a modern leader.