Equine-assisted learning (EAL) has been widely applied to support personal and social development among children and adolescents. Little evidence exists to support the contribution of EAL to leadership development among university students, particularly in areas relevant to academic and professional growth.
Purpose
This study explores how EAL supports leadership-related learning processes among Malaysian university students.
Method
In-depth, semi-structured interviews were conducted with seven participants, including university educators and an EAL facilitator. The qualitative data were transcribed and analyzed using reflexive thematic analysis.
Findings
Four analytic themes emerged: (i) communication and self-awareness, (ii) trust and relationship-building, (iii) resilience and problem-solving, and (iv) teamwork and leadership practice. Participants characterized EAL as providing novel opportunities for students to engage in experiential and embodied leadership learning, with horses offering immediate, non-evaluative responses that supported relational learning.
Implications
These findings suggest that EAL could stand as an important addition to traditional leadership education approaches in universities, providing transferable skills with implications for students’ academic, professional, and personal lives.
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