Seeking prophetic leadership: varsities must lead the way

Pakistan today stands at a defining crossroads. Across politics, governance, business and civil society, ambition is abundant, talent is visible and youthful energy is unmistakable. Yet what remains in critically short supply is ethical leadership that is anchored in character, integrity, humility and a commitment to public service. Where these moral foundations are absent, competence loses its purpose and authority quietly turns into entitlement.

If Pakistan is to alter its long-term trajectory, we must confront a fundamental truth: leaders are not born overnight; they are trained over time. And, that training does not happen in parliaments, ministries or corporate boardrooms, where habits are already formed. It begins much earlier, in our classrooms and campuses, in what we teach, what we value and whom we elevate as role models. Our educational institutions are therefore not merely places of learning; they are the incubators in which the nation's future leadership takes shape.

Universities therefore are moral ecosystems where values are absorbed, habits are formed and early ideas about leadership quietly take root. The students who lead today - on campuses and in communities - will, in time, become teachers, policymakers, entrepreneurs and social reformers. How they learn to disagree, how they shoulder responsibility and how they respond to setbacks during these formative years will profoundly shape how they lead institutions and society in the decades ahead.

For this reason, educational initiatives that invest in youth leadership rooted in service, community engagement and ethical reflection are nation-building efforts. The kind of leadership our graduates embody is shaped by more than course outlines or lectures alone. It emerges from the learning outcomes we prioritise, the teaching methods we employ and the behaviours we recognise and reward. It must be woven into co-curricular life, reflected in faculty conduct and reinforced by the broader institutional culture.

When students are entrusted with real responsibility and held accountable for their choices, when they are encouraged to collaborate with openness and respect, and serve with sincerity, leadership ceases to be an abstract ideal and becomes a lived experience. Universities that take this task seriously prepare graduates not only for employment, but for ethical influence and meaningful societal impact.

The remaining question, then, is what guiding framework should inform such leadership education in a society like Pakistan?

Across a wide body of scholarship, the life and teachings of Holy Prophet Muhammad (peace be upon him) are consistently described as grounded in truthfulness (sadiq) and trustworthiness (ameen), as well as in justice, compassion, patience, integrity and moral courage. These are qualities that remain as relevant today as they were fourteen centuries ago!

Prophet Muhammad (PBUH) was not only as a religious leader, but as a teacher, reformer and statesman. He led by example rather than command. He listened carefully before speaking, consulted others even when final authority rested with him and chose forgiveness where retribution was well within his reach. He upheld justice even when it challenged personal interest or tribal loyalty. At the heart of his leadership was a simple but powerful principle: authority exists to serve, not to dominate.

A recurring metaphor in leadership wisdom is that true leaders do not merely shine themselves - they light other lamps. Prophet Muhammad (PBUH) embodied this ideal by nurturing leaders who continued his mission with integrity and service. Equally important was his approach to developing youth leaders. He entrusted his young companions with real responsibility, not because they were perfect, but because responsibility itself was a means of learning, growth and moral formation. Leadership, in this model, was not about elevating oneself above others, but about enabling others to rise.

Seen in this light, prophetic leadership is not confined to spiritual history of narrating Sunnah (the exemplary way of life) or Hadith (recorded sayings) of Prophet Muhammad (PBUH), it in fact offers a practical and contemporary framework for leadership education today. The framework combines moral clarity with human empathy, decisiveness with consultation, and authority with humility. It is precisely this balance that modern institutions, and modern societies, so urgently need.

At the core of prophetic leadership is the idea of self-leadership. Before leading others, one must first learn to lead oneself – to exercise restraint, act ethically even when it is inconvenient, and consistently choose responsibility over ease. Universities therefore have a critical role to play in nurturing this inner compass. Students should be encouraged to reflect on intention (niyyah), character and good manners, and the real consequences of their decisions, well before they assume positions of influence or power.

What makes prophetic leadership especially relevant for higher education in Pakistan is that it does not require overt religious instruction to be effective. Its values - honesty, justice, inclusivity, humility and service - can be taught subliminally yet powerfully, through institutional practice and educator conduct.

Teachers, in this sense, are not just instructors but moral exemplars. Prophet Muhammad (PBUH) described himself foremost as a teacher, and his pedagogy was rooted in empathy, patience, dialogue and respect.

If our universities consciously adopt prophetic leadership as a guiding framework for youth development, we can begin to address Pakistan's leadership deficit at its roots. In fact, rediscovering prophetic leadership in our educational institutions may be one of the most powerful investments we can make in our collective future.