Purpose This study aims to explore how gamified action learning will strengthen the women leadership pipeline readiness in the Industry 5.0. The study explores the mediation of psychological safety, the inclusivity and self-efficacy. Design/methodology/approach Based on the extant literature, the authors have proposed a conceptual framework for developing a pipeline for women in leadership positions in Industry 5.0 workplaces through gamification, psychological safety, inclusion and self-efficacy. Findings Gamification significantly aids women in enhancing their competencies and being prepared for leadership roles through the game element and interactive learning. Individuals working in a psychologically safe and inclusive environment become self-confident and are prepared for leadership roles in Industry 5.0. Research limitations/implications The study provides opportunities for empirical validation and multidisciplinary investigation by establishing a unique paradigm that connects gamified action learning to women leadership pipeline readiness through the mediating impacts of self-efficacy and psychological safety and inclusion. Practical implications The study emphasizes the necessity for enterprises to adopt a gamified learning environment to solve the problem of women’s leadership pipeline leaks. The women’s natural talents will be blended with the recently acquired abilities. Games in the non game context can empower women and increase her visibility through participation and empowerment. More visibility in the eyes of the decision-makers and bring her more closer to the leadership pipeline and eventually include her in the pipeline. Originality/value The authors have put forth a new paradigm for the women’s leadership pipeline that incorporates gamified experiential learning and results in women’s pipeline readiness in the Industry 5.0 workplaces. In the investigation of women’s leadership, the study adds a fresh perspective on psychological safety and self-efficacy and Industry 5.0. The study synthesizes various fragments of social cognitive theory, leadership and technology, and presented a conceptual framework.
Sharma et al. (Fri,) studied this question.