In an increasingly globalized and diverse academic environment, the development of leadership competencies among university students has become a critical area of focus for educators, institutions, and employers. Leadership is deeply shaped by cultural values, individual beliefs and social expectations. This research explores the conceptualization of leadership through students’ different cultural backgrounds and the impact on their academic engagement and sense of self-efficacy. Five interconnected dimensions are being evaluated in this cross-cultural research on students’ perspectives on leadership and engagement: Cultural
Intelligence, Authentic Leadership, Implicit Leadership Theories, Leadership self-efficacy, and Academic Engagement.

Cultural Intelligence is defined as the ability to function effectively in different cultural settings. In the case of students, Cultural Intelligence is important for good communication and inclusion, especially for those studying in cross-cultural contexts: international programs or global campuses. Culturally Intelligent students are more likely to lead multinational teams effectively, mediating cultural tensions with ease and understanding cultural differences.

Authentic leadership traits are self-awareness, moral reasoning, relationship transparency, and individualized values. Students who demonstrate authentic leadership are seen as trustworthy, thoughtful, and reliable. These traits are particularly important in educational settings where leadership opportunities emerge organically, and peer relationships and group work play a central role in the academic journey.

Implicit Leadership Theories refer to the unconscious biases individuals hold about traits and behaviours of effective leaders. Students often develop these beliefs from early life experiences, cultural norms, and educational environments, encouraging or discouraging them in pursuing leadership opportunities, depending on how closely the perceived traits are aligned with their self-assessment.

Leadership Self-Efficacy is the belief in one’s abilities to lead others and perform leadership responsibilities. For students, this confidence can determine if they step
up in group projects, run for student councils, or volunteer for leadership roles in any extracurricular activities. This is both a precursor to and a product of leadership experiences. Academic.

Engagement is particularly important as it is a critical predictor of academic performance, well-being, satisfaction, and, more importantly to leadership
readiness. Engaged students often show traits directly linked to leadership readiness, such as initiative, persistence, and a strong connection to their academic studies. These students often create a positive feedback loop in their academic communities through mentorship initiatives.

Understanding leadership through a cultural lens helps explain the differences observed in how students perceive and engage with leadership roles. Leadership is not
experienced the same way across all settings; rather, it is shaped by the values, beliefs, and expectations that individuals absorb from their culture and environment.
In conclusion, by treating students not just as learners, but as developing leaders, Institutions can build a culture of cultural inclusiveness, where motivation, purpose, and achievements are encouraged.

Keywords: Cultural Intelligence, Authentic Leadership, Implicit Leadership Theories, Leadership self-efficacy, Academic Engagement, Cultural Intelligence.