Purpose – In Pakistan's evolving technical and vocational education and training (TVET) landscape, this study aims to examine how personalised learning experiences and gender identity shape transformational leadership skills acquisition within a digitally mediated learning environment. Design/methodology/approach – The quantitative correlational design used data from n = 375 TVET leaders participating in virtual leadership programs. An adapted survey instrument measured three constructs: virtual leadership experience, personalised learning and gender identity. Data were analysed using Spearman's correlation to explore the relationship among the variables. Findings – Findings indicate a significant positive correlation between participation in virtual leadership programs and the development of transformational leadership skills. Personalised learning emerged as a key facilitator in enhancing leadership capabilities. Gender identity significantly influenced participants' experiences, suggesting the need for inclusive leadership training approaches. Practical implications – The results suggest that program designers and TVET educators should embed personalised learning strategies and gender-responsive pedagogical frameworks into virtual leadership training. Such measures can foster more equitable and effective leadership development in diverse vocational education contexts. Originality/value – This study contributes to the evolving discourse on virtual leadership by providing empirical evidence from a Global South perspective. It offers a nuanced understanding of the interplay between gender identity and digital learning in leadership development, an area underexplored in vocational education research. By investigating this significant aspect conceptually and practically in virtual leadership in TVET, institutions can influence policy implementation, pedagogical innovation and institutional resilience in digital environments. © 2025 Emerald Publishing Limited
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