The COVID-19 pandemic has accelerated digital transformation in multiple areas, with higher education standing out as one of the most impacted. This study investigates how cultural and gender differences influence perceptions of e-leadership among university students in Ecuador, in a context of increasing digitalization and diversity. Using a quantitative approach with a descriptive and explanatory scope and using a non-experimental and cross-sectional design, 141 university students from various Public and Private Universities in Ecuador were surveyed. The data collection instruments included validated questionnaires adapted to specific cultural and gender contexts, with a robust statistical analysis using SPSS 25, AMOS 23, and multivariate analysis of Structural Equations. The results reveal a positive and significant relationship between the perception of cultural differences and e-leadership; and reveal the recognition and appreciation of cultural diversity as an enhancer of e-leadership effectiveness. However, gender did not show a significant impact on the perception of e-leadership, suggesting that men and women can develop digital leadership competencies equally when provided with the same opportunities. The practical implications of these findings underline the need for e-leadership training programs that integrate cultural diversity components and gender equality policies. Furthermore, the importance of adopting holistic approaches in the training of leaders, combining technological and cultural competencies to meet the challenges of a globalized and digitalized environment, is highlighted. This study contributes significantly to the field of higher education, offering a solid basis for the development of more inclusive and equitable policies and practices that promote e-leadership and cultural diversity as fundamental pillars for quality education in the 21st century.