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This study shows how systems-informed leadership education, using community engagement in Guatemala, can drive sustainable development. Participatory methods fostered collective action and yielded insights for evidence-based interventions.

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Area of Science:

  • Community-Engaged Learning
  • Systems Thinking in Leadership
  • Sustainable Development Education

Background:

  • Traditional leadership education often lacks focus on complex, collective action for sustainable change.
  • Community-engaged projects offer a practical platform for developing these leadership capacities.
  • Understanding local realities is crucial for effective community development.

Purpose of the Study:

  • To present educational activities from a community-engaged project in Panajachel, Guatemala.
  • To explore the application of systems-informed approaches in leadership education.
  • To foster collective action for a sustainable development agenda.

Main Methods:

  • A week-long initiative involving leadership educators, practitioners, and learners.
  • Three systems-informed activities: telling systems stories, participatory mapping, and co-creation planning.
  • Engaging local residents in the design, execution, and meaning-making of systems change.

Main Results:

  • Valuable insights into community assets, challenges, and priorities were gathered.
  • The project informed evidence-based interventions for community development.
  • Significant lessons for systems-informed leadership were identified.

Conclusions:

  • Large systems change necessitates iterative learning, diverse perspectives, and a deep understanding of context.
  • Leadership education can be a catalyst for contextually grounded, participatory systems change.
  • Collaborative approaches enhance the potential for sustainable development.