ABSTRACT This article explores the Learning section of the International Leadership Association General Principles for Leadership Programs , examining how situational factors influence leadership education, design, and implementation. We analyze six key elements as follows: learner characteristics, educator identities, learning environments, goal setting, feedback mechanisms, and teaching activities. Drawing from leadership education literature and practitioner experience, we demonstrate how these elements interconnect to create transformative leadership learning experiences. The article offers theoretical foundations and practical applications to help leadership educators develop intentional, learner‐centered programs that foster leadership capacity while considering critical contextual factors. This approach enables significant learning that transforms learners' understanding of leadership theory and practice.
Jenkins et al. (Sun,) studied this question.