Transformational leadership for quality education in the 21st century: a meta-synthesis aligned with SDG 4

Purpose This study aims to examine the relationship between transformational leadership and the 2030 sustainable development agenda, with a specific focus on sustainable development goal 4 (SDG 4) (quality education). Using a qualitative meta-synthesis of 22 peer-reviewed studies published between 2020 and 2025, the study demonstrates how core dimensions of transformational leadership – visionary goal setting, inspirational motivation, individualized consideration, intellectual stimulation and ethical modeling – function as mechanisms that advance equity, inclusion and educational innovation. The findings indicate that school leaders who enact transformational practices are more likely to cultivate collaborative professional cultures, strengthen teacher learning and development and sustain high instructional standards. Moreover, the findings show that transformational leadership plays a critical role in addressing systemic discrimination, reinforcing social justice and fostering culturally responsive learning environments in which both teachers and students can thrive. Overall, the synthesis reveals a clear alignment between transformational leadership practices and key SDG 4 priorities, including community participation, capacity building, equitable resource allocation and curriculum innovation. These findings suggest that transformational leadership not only enhances access to and quality of education but also provides a sustainable leadership pathway for responding to 21st-century educational challenges and advancing SDG 4’s commitment to ensuring that no student is left behind. Design/methodology/approach The study adopts a qualitative meta-synthesis design. A systematic search was conducted across seven international academic databases, resulting in the inclusion of 22 peer-reviewed studies published between 2020 and 2025. Data were analyzed thematically to identify recurring leadership dimensions, practices and outcomes related to SDG 4. The review process was guided by enhancing transparency in reporting the synthesis of qualitative research (ENTREQ) principles and supported by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 framework to ensure methodological transparency and rigor. Findings The findings demonstrate that core dimensions of transformational leadership – visionary goal-setting, inspirational motivation, individualized consideration, intellectual stimulation and ethical modeling – function as key mechanisms for advancing quality and equity in education. Transformational leaders are shown to foster collaborative professional cultures, strengthen teacher learning and development, promote instructional innovation and sustain high educational standards. Moreover, transformational leadership plays a critical role in addressing systemic discrimination, reinforcing social justice and supporting culturally responsive and inclusive learning environments for both teachers and students. Originality/value This study contributes to the literature by explicitly linking transformational leadership to SDG 4 through a sustainability- and equity-oriented lens. By synthesizing recent empirical evidence, it demonstrates how leadership practices extend beyond organizational effectiveness to support inclusive, discrimination-free and future-oriented education systems. The study offers a novel integrative framework that positions transformational leadership as a sustainable leadership pathway for addressing 21st-century educational challenges, thereby providing theoretical, practical and policy-relevant insights for scholars, practitioners and decision-makers in sustainable education leadership.