Evaluating Well-Being to Enhance Leadership: An Exploratory Study in Information Technology Engineering Students

Student well-being and leadership development are critical components of higher education, particularly in the field of engineering. This research explores the connection between well-being factors, based on Gallup's multidimensional framework—Occupational, Economic, Social, Physical, and Community Well-being—and the development of leadership potential in information technology engineering students. By analyzing students' self-perceptions, the study identifies essential elements of well-being that may influence the formation of future engineering leaders. The findings advocate for educational innovation in engineering programs, highlighting the importance of integrating well-being assessments to foster both technical and soft skill development. The study underscores the need to shift from a traditional focus on technical competencies towards a holistic educational model that supports students' overall personal and professional growth, preparing them to meet the dynamic challenges of modern leadership in the engineering sector. Specifically, the research shows that occupational well-being, characterized by contentment and engagement in academic and professional activities, plays a crucial role in shaping leadership abilities. Economic well-being, which involves effective personal financial management and perceived economic security, is also essential as it reduces financial stress, allowing students to focus more on their studies and leadership development. Social well-being, derived from strong interpersonal relationships and emotional support networks, is highlighted for its importance in fostering empathy, communication skills, and teamwork—key qualities of effective leaders. Physical well-being, which includes maintaining health and vitality, ensures that students have the necessary energy levels to engage fully in both academic and extracurricular leadership activities. Community well-being, the sense of connection and contribution to one's community, is identified as a significant factor for leadership, promoting a sense of responsibility and belonging. The holistic approach suggested by the study implies that engineering education should not only impart technical knowledge but also actively promote and integrate well-being practices across its curriculum. This approach will better equip students to handle the multifaceted demands of leadership roles in their future careers. By fostering an environment that values and enhances various dimensions of well-being, educational institutions can cultivate well-rounded engineers who are not only technically proficient but also possess the soft skills necessary to lead effectively and ethically in a complex, rapidly changing world. The integration of these elements into engineering programs is essential for developing leaders who are adaptive, resilient, and capable of making significant positive contributions to their communities and the global engineering landscape. This research provides empirical evidence supporting the inclusion of well-being as a foundational pillar in competency-based engineering education, aligning with Tec21 Educational Model that prioritize student engagement, leadership, and adaptability