REIMAGINING ENGLISH LANGUAGE LEARNING THROUGH WOMEN-LED INCLUSIVE LEADERSHIP FRAMEWORKS: IMPLICATIONS FOR SUSTAINABLE DEVELOPMENT GOALS

Abstract

Present study deeply explores how women-led inclusive educational leadership reimagines English Language Learning (ELL) and contributes to sustainable and equitable education. Study guided by an interpretivist qualitative approach and informed by a systematic literature review, examines leadership practices of women educational leaders and their influence on inclusive English language pedagogy. Semi structured interviews with 12 female educational leaders Department heads, college principals and academic coordinators of the English language programs at public sector institutes were thematically analyzed. The findings reveal that women-led leadership fosters participatory decision-making, inclusive school culture, and gender-responsive governance, which collectively enable learner-centered and culturally responsive English language practices. These leadership-driven practices enhance access, participation, and confidence among marginalized learners, particularly addressing gendered and socioeconomic inequalities embedded in English language education. The study further demonstrates that women leaders act as transformative agents who translate global sustainability commitments into localized educational practice. By explicitly linking leadership, English language learning, and sustainable development, the study advances an integrated framework aligned with the Sustainable Development Goals, particularly SDG 4 (Quality Education), SDG 5 (Gender Equality), and SDG 10 (Reduced Inequalities). The findings offer theoretical and practical insights for educational leadership, language policy, and sustainable education reform.