International PhD Education in Educational Administration: A Reflective Analysis of Professional Development and Global Perspectives

This paper presents a reflective examination of the author's experience in an international PhD degree program in Educational Administration. The purpose is to illustrate how international doctoral programs contribute to professional development, academic growth, and broader perspectives on inclusive, sustainable, and globally oriented education. Drawing on reflective experience and relevant academic literature, this study demonstrates the impact of international doctoral education on knowledge enhancement, research competency, professional skills, and future leadership capacity in education. The analysis reveals that pursuing doctoral education in an international context provides transformative opportunities that extend beyond conventional academic training, encompassing cross-cultural competency development and preparation necessary to address complex global educational challenges in an increasingly interconnected world. The study examines how international PhD programs contribute to self-improvement through widening vision of international inclusive education culture, enhancing sustainability competency, completing academic knowledge, upgrading professional skills, and building capacity to meet future challenges. Furthermore, it explores how such programs enable educators to improve education quality, fulfill social responsibility, develop sustainable universities, and contribute to well-being society development through internationalization and sustainable development perspectives.