Global Competences for Principals: Enabling Change for Sustainable Education

Abstract This article examines the fundamental global competences that are essential for school principals to manage sustainable educational change in the context of complex global challenges. A critical review methodology was employed in order to synthesize existing literature from 2000 to 2024, with a particular focus on the attributes of school principals who are able to drive effective global transformations in education. The findings indicate that principals who have developed global competences, including intercultural awareness, adaptability, and inclusivity, are better equipped to create learning environments that simultaneously enhance educational quality and sustainability. The implementation of empowering leadership practices, which encompass shared decision-making, autonomy support, and professional development, has been demonstrated to enhance teacher effectiveness and engagement, thereby contributing to overall school success. The study emphasizes the increasing importance of educational policies that prioritize the development of global competences among school leaders, enabling them to respond effectively to demographic shifts, technological advancements and diverse cultural contexts. The recommendations highlight the necessity for further research to investigate the impact of global competences in educational settings with limited resources. The findings emphasize the crucial role of globally competent principals as agents of change, facilitating sustainable education practices that adapt to the demands of a rapidly evolving global landscape.