Educational Leadership Practices in the Context of Sustainable Development Goals: A Systematic Review
Abstract
This systematic review investigates the relationship between Sustainable Development Goals (SDGs) and educational leadership by synthesizing findings from 28 peer-reviewed studies published between 2020 and 2024. Employing the PRISMA framework and guided by the Campbell and Cochrane Economics Methods Group protocols, the review examines dominant research trends, methodological patterns, and theoretical perspectives within the field. Results reveal a strong emphasis on socially oriented SDGs, particularly Quality Education (SDG 4), followed by Gender Equality (SDG 5) and Reduced Inequalities (SDG 10). Digital Learning Integration emerges as the most frequently explored thematic focus, reflecting the increasing role of technology in educational leadership, whereas Community Engagement receives comparatively limited scholarly attention. Methodologically, qualitative approaches predominate, followed by quantitative and mixed-methods designs, indicating a diverse yet uneven research landscape. Theoretical analyses show substantial reliance on transformational leadership theory, complemented by systems thinking and sustainable development frameworks, signaling growing conceptual sophistication. However, the geographic distribution of studies is skewed toward developed countries, with limited representation from developing and cross-cultural contexts. Notably, environmental sustainability and community participation remain under examined despite their centrality to the SDG agenda. These findings underscore the need for more inclusive, ecologically informed, and context-sensitive research to strengthen the role of educational leadership in advancing sustainable development.
Keywords: Educational leadership; Sustainable Development Goals (SDGs); Sustainability in education; Social justice leadership; Digital learning integration; Transformational leadership; Systematic review; Global education.
