The integration of blended learning into higher education presents significant challenges for faculty, requiring new pedagogical strategies, digital competencies, and institutional support to effectively engage students in hybrid environments. While blended learning has the potential to enhance flexibility, interactivity, and learning outcomes, its successful implementation demands faculty training, resource accessibility, and leadership-driven change. This study examines the impact and influence of a faculty development initiative—Online Sharing Sessions of Teaching Innovation for Blended Learning—designed to enhance Course Content Mapping (CCM) and multimedia content creation skills among academic staff. The initiative was structured around transformational, distributed, and lateral leadership models, fostering a culture of sustainable faculty engagement, peer mentorship, and collaborative learning across disciplines.

Drawing on survey data from 21 faculty members across interdisciplines in the University of Glasgow Singapore, this study highlights the effectiveness of peer-led training, interdisciplinary knowledge-sharing, and structured mentorship in fostering institutional change and pedagogical innovation. Findings indicate that 80% of participants reported increased confidence in CCM, while 58% felt comfortable creating digital content, reinforcing the long-term impact of professional development programs in digital education. The results also emphasize the importance of distributed leadership structures, where faculty take ownership of their learning through peer collaboration and mentorship rather than relying on hierarchical directives.

By linking these findings to leadership theories (Bass & Avolio, 1994; Bolden et al., 2009; Cohen & Bradford, 2011), this study argues that effective faculty development is not solely dependent on administrative initiatives but flourishes in a collaborative, faculty-driven learning culture. The study concludes by proposing a scalable faculty mentorship model that leverages interdisciplinary expertise, peer-led learning, and leadership development pathways to sustain blended learning adoption and digital pedagogy innovations in higher education.

Keywords: Blended Learning, Faculty Development, Models of Leadership, Digital Pedagogy, Higher Education Innovation.