<![CDATA[Leadership in theological higher education involves educational quality, academic governance, faculty development, student formation, institutional collaboration, and theological identity. Although Christian leadership, servant leadership, educational leadership, ecumenical theological education, and shared governance have generated substantial scholarship, these conversations are often developed separately. This study conducts a systematic literature review for conceptual model development to synthesize these perspectives and formulate the Ecumenical Collaborative Educational Leadership Model (ECELM). The review uses explicit review questions, predefined eligibility criteria, a reconstructed search strategy, structured data extraction, and thematic synthesis. PRISMA 2020 is used as a reporting guideline rather than as the review method itself. The synthesis identifies five complementary dimensions: Christ-Centered Leadership, Servant Orientation, Ecumenical Dialogue, Collaborative Governance, and Transformative Educational Mission. Indonesian evidence is especially important: recent studies have examined academic leadership in Indonesian theological institutions and servant leadership in Indonesian Christian higher education, including research involving 26 Christian higher education institutions and validation of a servant-leadership scale. The resulting ECELM is proposed as a contextual framework for theological seminaries and theology-focused Christian higher education institutions in Indonesia. The five dimensions are not presented as empirically established causal stages. Rather, they represent analytically distinct but potentially complementary dimensions. Faculty development, student leadership formation, curriculum development, and quality assurance are treated as implementation domains or potential educational implications, not as additional dimensions of the model. Empirical research is required to test the relationships and effectiveness of ECELM.]]>
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