Embedding Sustainability in Public Educational Leadership: A Meta-Systems Thinking Approach

Abstract

The increasing complexity of global educational challenges ranging from resource limitations to social inequities necessitates a paradigm shift in how leadership operates within public education. This paper explores meta-systems thinking as a transformative framework for embedding sustainability into educational leadership practices in public institutions. Meta-systems thinking transcends traditional organizational boundaries, emphasizing interconnectedness, adaptability, and reflective learning as essential components of sustainable decision-making. By integrating ecological, social, and institutional dimensions, this approach enables leaders to design systems that are resilient, inclusive, and future-oriented. The study synthesizes theoretical insights and empirical evidence to propose a model of sustainable educational leadership grounded in systems integration, collaborative governance, and ethical stewardship. Findings suggest that when leaders adopt meta-systems thinking, they cultivate not only institutional sustainability but also the capacity for continuous learning and systemic innovation. Ultimately, this paper argues that embedding sustainability through meta-systems thinking is vital for advancing equitable, adaptive, and enduring public education systems.

Keywords: Embedding Sustainability, Public Educational Leadership, Meta-Systems Thinking Approach