Sustainable Quality Education: Theoretical Foundations, Innovation and Structural Challenges in a Changing Word

This theoretical review explores the evolving concept of quality sustainable education, highlighting its role in addressing global challenges such as inequality, digital transformation and environmental sustainability. Within the framework of Sustainable Development Goal 4.7, the study critically examines how education systems can respond to the demands of the 21st century by integrating Global Citizenship Education (GCEd), Education for Sustainable Development (ESD) and inclusive innovation. The article draws upon interdisciplinary literature in order to analyses pedagogical models, leadership strategies and assessment practices that promote meaningful, equitable and sustainable learning. This study focuses on the issue of structural barriers, which are defined as social capital inequalities, non-inclusive curricula and unequal access to technology. These barriers have been identified as significant factors hindering educational equity. The findings emphasize the significance of context-sensitive interventions, teacher training, and systemic support in fostering transformative learning and sustainable innovation. The study concludes that education must be reimagined as an ethical, inclusive and participatory process that empowers learners to contribute to a just, resilient and sustainable future. In order to achieve this, there is a necessity for a concerted effort to be made between policy, practice and institutional leadership in order to integrate sustainability and equity as core principles of education reform.