Assessing Leadership Readiness of Indonesian University Students for Next-Generation Workforce Development

Leadership readiness has emerged as a critical competency for preparing future workforces in digitally intensive and rapidly transforming organizational environments. Despite its growing importance, empirical evidence on leadership readiness among university students—particularly in emerging economies—remains limited. This study investigates leadership readiness among Indonesian university students as a multidimensional construct integrating cognitive and decision literacy, digital learning engagement, and behavioral readiness. Grounded in learning science, behavioral theory, and digital transformation literature, the study examines how cognitive capability and technology-enabled learning jointly influence leadership potential. Using a quantitative explanatory design, data were collected from 945 students across leading Indonesian universities and analyzed through Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings reveal that cognitive and decision literacy exert the strongest direct effects on leadership readiness, while digital learning engagement primarily serves as an enabling mechanism. Behavioral readiness—captured through future orientation, self-regulation, and risk awareness—significantly mediates these relationships. Overall, the results underscore the need for integrated leadership development ecosystems combining adaptive learning, digital platforms, and behavioral-based educational interventions.领导准备度（Leadership Readiness）已成为在数字化密集且快速变革的组织环境中培养未来劳动力的核心胜任力。尽管其重要性与日俱增，但针对大学生群体的领导准备度实证研究仍较为匮乏，针对新兴经济体大学生的相关研究更是不足。本研究以印度尼西亚大学生为对象，将领导准备度视为整合认知与决策素养、数字化学习参与度及行为准备度的多维构念，展开相关探究。本研究以学习科学、行为理论及数字化转型相关文献为理论基础，考察认知能力与技术赋能学习如何共同作用于领导潜能。 本研究采用定量解释性研究设计，从印度尼西亚顶尖高校的945名学生中收集数据，并通过偏最小二乘结构方程模型（PLS-SEM，Partial Least Squares–Structural Equation Modeling）进行分析。研究结果显示，认知与决策素养对领导准备度的直接正向影响最为显著，而数字化学习参与度主要发挥赋能机制作用。以未来导向、自我调控与风险感知为维度衡量的行为准备度，在上述路径中发挥了显著的中介作用。总体而言，本研究结果凸显了构建整合性领导力发展生态系统的必要性，该系统需融合适应性学习、数字化平台及基于行为的教育干预措施。