This article presents a methodology for developing students’ leadership competence based on collaborative learning technology in higher education institutions. The introduction outlines the theoretical and methodological foundations of collaborative learning, the role of leadership competence in contemporary education, and its alignment with 21st-century skills. The Methods section proposes a step-by-step model for fostering leadership qualities through meaningful collaboration within academic groups, instructional activity design, role rotation mechanisms, reflection and assessment procedures, as well as the use of differentiated tasks and peer assessment elements. The Results section interprets the changes observed through the implementation of the methodology—such as increased social interdependence, decision-making ability in problem situations, and a sustained growth in communication skills, initiative, and responsibility—based on descriptive and empirical evidence. In the Discussion section, the findings are compared with the approaches of Vygotsky, Slavin, Johnson and Johnson, Kolb, and Northouse, and the limitations and conditions for implementation are analyzed. The Conclusion highlights the practical significance of the methodology, assessment rubrics, and recommendations for integration into educational curricula. The study is structured in accordance with IMRAD requirements and is limited to no more than ten references.

collaborative learning, cooperative education, leadership competence, group dynamics, role rotation, reflection, peer assessment, social interdependence.

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Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change: The Magazine of Higher Learning, 30(4), 26–35.

Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Boston, MA: Allyn and Bacon.

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