[ 24 ] EMPOWERING WOMEN AS NATION BUILDERS: AN ANALYTICAL STUDY OF SWAMI VIVEKANANDA’S EDUCATIONAL VISION AND ITS ROLE IN LEADERSHIP DEVELOPMENT
ARTICLE INFO: Date of Submission: Feb 07, 2026, Revised: Feb 20, 2026, Accepted: Feb 22 , 2026, CrossRef D.O.I : https://doi.org/10.56815/ijmrr.v5i2.2026.236-253. HOW TO CITE: Reshmi Chatterjee (2026). Empowering Women as Nation Builders: an Analytical Study of Swami Vivekananda’s Educational Vision and Its Role in Leadership Development. International Journal of Multidisciplinary Research & Reviews, 5(2), 236-253.
Abstract
Women’s empowerment and leadership development have increasingly emerged as central determinants of inclusive and sustainable nation building. While access to education has expanded globally, the translation of educational attainment into effective leadership among women remains uneven due to psychological, socio-cultural, and curricular limitations. This study examines the educational philosophy of Swami Vivekananda and evaluates its relevance for cultivating leadership qualities and holistic empowerment among women in contemporary India. Adopting a qualitative analytical and conceptual research design, the study synthesizes philosophical texts, peer-reviewed scholarly literature, and policy documents to identify the ethical, psychological, and pedagogical principles that underpin transformative education. The study identifies five interlinked dimensions of holistic empowerment—cognitive development, character formation, emotional intelligence, social responsibility, and leadership readiness—as the core drivers linking education with nation-building capacity. The analysis reveals that character formation, self-confidence, emotional maturity, and civic awareness are foundational elements connecting education with leadership preparedness. The findings further indicate a persistent gap between value-oriented philosophical ideals and prevailing educational practices, where leadership training and emotional development remain underrepresented. To address this disparity, the study proposes an integrative educational framework that combines cognitive learning with ethical orientation, psychological empowerment, and experiential leadership development. The research contributes to interdisciplinary scholarship by bridging indigenous philosophical insights with contemporary educational theory and by offering a practical model for curriculum reform. The study concludes that holistic, value-based education can function as a strategic catalyst for empowering women as active nation builders, thereby fostering gender equity, social cohesion, and long-term societal progress.
