LEADERSHIP APPROACHES FOR FOSTERING INCLUSIVE EDUCATIONAL ENVIRONMENTS: A CASE STUDY OF SHINAWATRA UNIVERSITY AND SDG 4

Abstract

This study investigates leadership approaches that foster inclusive educational environments at Shinawatra University (SIU), Thailand, with a particular focus on international students. Guided by Sustainable Development Goal 4 (SDG 4: Ensure inclusive and equitable quality education), the research employed a qualitative case study design. Data was collected through semi-structured interviews with international students and faculty members, focus group discussions, and document analysis of institutional policies. Thematic analysis revealed four major insights: (1) SIU leadership demonstrates a visible commitment to internationalization and diversity; (2) international students experience academic, social, cultural, and financial challenges that hinder their integration; (3) leadership practices, particularly related to support services and cultural competency training, have a significant impact on student outcomes; and (4) emerging themes emphasize mentorship, tailored services, intercultural engagement, and leadership self-efficacy. These findings echo recent evidence on hybrid leadership’s role in advancing sustainable outcomes in other domains. The study recommends enhancing awareness of support services, expanding cultural competency training, and developing structured mentorship programs. The research contributes to higher education leadership discourse by linking inclusive leadership practices with global policy agendas on diversity, equity, and sustainability.