Indonesia is one of 57 countries worldwide that are facing a human resources crisis in the health sector. The shortage of health workers is particularly acute in underdeveloped areas, hindering Indonesia's overall development. This situation is further compounded by the low retention rate of health workers in these areas. This study aims to analyze innovative leadership strategies that can strengthen public health education in remote areas. This study used descriptive research methods. The results indicate that the implementation of innovative leadership strategies in Indonesia faces many ethical and legal obstacles. The development of innovative leadership is not aligned with the current regulations. However, creative social innovation approaches can enhance access to and quality of health services for vulnerable remote areas, while also increasing agency among intervention communities. This process promotes empowerment, which supports the sustainable strengthening of community systems and the achievement of community health goals and beyond. To revitalize primary healthcare efforts, strengthening community health systems should prioritize increasing health financing and innovative investments, strengthening logistics management systems, and fostering community ownership and partnerships. The government should sustain their actions aligned with global and regional sustainable initiatives to ensure that no one is left behind.

21st Century Learning is learning with a new paradigm that is oriented towards learning new literacy, namely human literacy, data and technology. More specifically, mastery of 21st century skills, namely life and career skills, innovation and learning skills, and information, media, and ICT skills. The characteristics of learning to practice these essential skills lead to an interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and learner-centered learning process, so that in its implementation educators can design activities by choosing learning methods/models that can accommodate all of these characteristics in a comprehensive manner. In line with PAKEM learning which originates from the concepts of student-centered learning and learning is fun, so that students have the motivation to always learn without orders and they don't have feelings of heaviness and fear. Thus, the aspect of fun is learning and motivating students to explore, actively create and experiment continuously in the learning process becomes a significant aspect in the PAKEM learning process. In learning management there are three learning steps. The three steps include: 1), planning of the PAKEM learning process. Planning of the PAKEM learning process can be done when educators design syllabus and lesson plans; 2), implementation of PAKEM learning. This implementation is the application of the lesson plan. This implementation consists of preliminary, core and closing PAKEM learning activities; and 3) PAKEM learning evaluation. The PAKEM learning evaluation/assessment stage is a follow-up in the PAKEM learning process activities. Mission/Purpose of PAKEM learning evaluation is an effort to identify and understand the level of success in the learning process. Thus, innovative learning in the 21st century creates human resources who are literate in information, data, and technology which are needed to face the competition in life and the job market in the current and future globalization era.