Purpose Service-Learning programs (SLPs) are widely recognized as an effective pedagogical approach that integrates academic learning with community service while nurturing future leaders with a strong sense of social responsibility. However, we have not sufficiently explored the underlying processes by which SLPs foster responsible leadership. Design/methodology/approach This study analyzes how individual experiences of economic inequality and diverse educational backgrounds within SLP teams affect the development of responsible leadership among university students. We analyzed data from 11,030 participants in the Kampus Mengajar (Teaching Campus) initiative, a national flagship SLP in Indonesia. Findings We conclude that prosocial motivation mediates the relationship between perceived economic inequality and responsible leadership, with this pathway further moderated by educational background variety. Originality/value By clarifying these mechanisms, we offer various theoretical and managerial contributions for educators, policymakers and scholars seeking to cultivate inclusive and socially responsible leadership through SLPs.
Almahendra et al. (Mon,) studied this question.