Global Leadership Needs Learning Engineers: From Knowledge to Practice

• In Event: Artificial Intelligence and the Future of Education: Ethics, Power, Pedagogy, and Human Flourishing

Proposal

This paper presents a design-based research (DBR) study that investigated the efficacy of applying learning engineering (LE) principles within a graduate-level course for a cohort of emerging global leaders.
As the world becomes increasingly interconnected, the complex challenges faced by humanity—from climate change and public health crises to economic instability and technological disruption—are no longer confined by national borders (UNESCO, 2025). This demands a new kind of leadership: one that is not only knowledgeable of these challenges, but also agile, data-literate, and equipped with a systematic framework for solving complex, real-world problems. Global leaders must play a crucial role in addressing the global community and making a better world. Unfortunately, traditional education approaches are not good enough to prepare global leaders as they often prioritize theoretical knowledge over practical applications (Bates, 2022; Goodell, 2023). They fall short in preparing global leaders to meet these dynamic demands (Cope & Kalnatzis, 2017). This study posits that an enhanced, hands-on approach is necessary to bridge this gap, equipping these leaders with the skills to design and implement effective, scalable solutions for a global context using learning engineering.
Learning Engineering (LE) is defined as a systematic and iterative process that applies human-centered design and data-driven methodologies to address complex learning challenges (Goodell, 2022; Kessler & Kolodner, 2022; Kessler et al., 2023). This study investigated how the application of this framework could effectively bridge the divide between theoretical knowledge and practical application, thereby equipping a cohort of emerging global leaders with the requisite skills to solve real-world problems.
The study was conducted in a hybrid format over 14 weeks with ten graduate students, all of whom were working professionals and aspiring global leaders from diverse backgrounds and industries. Rather than simply learning the traditional ways of instructional design, students were tasked with assuming the role of learning engineers to address authentic, self-identified workplace challenges. These projects frequently addressed issues with broader global implications, from school dropouts and world hunger to healthcare crises, military education, and advocating for women and marginalized populations.
The research methodology was grounded in DBR (Design-based research), an iterative approach that simultaneously designs educational interventions and studies their effectiveness in a real-world setting (Armstrong, Dopp, & Welsh, 2020; Barab & Squire, 2004; Hoadley & Campos, 2022). This framework allowed for continuous data collection and analysis throughout the semester, enabling real-time adjustments to the curriculum. Data sources included field notes from class observations, consistent feedback from students via weekly reflections, and a detailed analysis of their learning design projects. This triangulation of data provided a rich, multifaceted view of the learning process.
The findings revealed several key insights. First, students demonstrated an improvement in their ability to holistically identify and analyze complex learning problems. By applying the LE framework's emphasis on understanding the learner, the context, and the collaborative team, they moved beyond superficial problem statements to develop a deeper, more nuanced understanding of the core issues, which often had global-scale echoes. Second, the iterative, data-driven nature of the process led to a significant improvement in the alignment of their proposed solutions with the identified problems. When compared to a previous cohort who did not use the LE framework, the students in this study demonstrated a better understanding of how to use evidence to support their design decisions and justify continuous improvement. The data analysis also strongly indicated that collaboration and teamwork were critical to the success of the projects. The group-based, iterative design process fostered a collaborative environment that mirrored the reality of global leadership, where collective intelligence and diverse perspectives are essential for problem-solving. This approach facilitated the move from abstract learning theories into tangible, effective practice, creating a clear link between academic knowledge and real-world application. Despite these promising findings, the study also encountered challenges related to time constraints and team communication. Since live course sessions were limited, it took longer than expected to fully align all students with the iterative process. Additionally, communication issues were observed within the teams due to time differences and students' other work and family obligations.
In conclusion, this study demonstrates that an educational model integrating learning engineering principles within a design-based research framework provides a powerful and effective method for equipping emerging global leaders with the skills necessary to solve complex, real-world learning challenges. By teaching a systematic approach to problem-solving that is both data-driven and human-centered, this pedagogical model successfully bridges the gap between learning theory and practice. This research provides insights for the continued integration of learning engineering into leadership development programs, ensuring that future leaders are not just knowledgeable but also capable of designing, implementing, and evaluating effective solutions on a global scale.

Authors

• Kathleen Scott

• Samaa Haniya