000			03071nam a22003017a 4500
003			OSt
005			20260511175402.0
008			260428b |||||||| |||| 00| 0 eng d
022			_a2078-1547
040			_aTBS _bEN _cTBS
041			_aeng
100			_aBeresford-Dey, Marie _926958 _eauthor
245			_aEducational leadership _b: enabling positive planetary action through regenerative practices and complexity leadership theory _c/ Marie Beresford-Dey.
260			_bChallenges, _c2025.
300			_a32-32 pages.
490			_aChallenges, _vvol. 16, (3)
520			_aUniquely rooted in regenerative leadership and complemented by Complexity Leadership Theory (CLT), this conceptual essay offers a theoretical exploration of how educational institutions can act as dynamic systems that catalyze adaptive, community-led responses to anthropocentric socio-environmental crises. Rather than sustaining existing structures, educational leadership for regeneration seeks to restore ecological balance and nurture emergent capacities for long-term resilience. Positioned as key sites of influence, educational institutions are explored as engines of innovation capable of mobilizing students, educators, and communities toward collective environmental action. CLT offers a valuable lens for understanding how leadership emerges from nonlinear, adaptive processes within schools, enabling the development of innovative, collaborative, and responsive strategies required for navigating complexity and leading planetary-positive change. Drawing on a synthesis of the recent global literature, this paper begins by outlining the need to go beyond sustainability in envisioning regenerative futures, followed by an introduction to regenerative principles. It then examines the current and evolving role of educational leadership, the relevance in enabling whole-institution transformation, and how this relates to regenerative practices. The theoretical frameworks of systems thinking and CLT are introduced before noting their application within regenerative educational leadership. The final sections identify implementation challenges and offer practical recommendations, including curriculum innovation, professional development, and youth-led advocacy, before concluding with a call for education as a vehicle for cultivating planetary-conscious citizens and systemic change. This work contributes a timely and theoretically grounded model for reimagining educational leadership in an era of global turbulence. Keywords: education; leadership; regenerative; complexity; complexity leadership theory; sustainability; systems thinking
630		0	_aB2 PBT Regenerative Leadership (BiM) _926902
650		0	_aBiotic communities _925498
650		0	_aCareer development _98803
650		0	_aCrisis management _926956
650		0	_aEducational leadership _926957
650		0	_aPower (Social sciences) _97912
650		0	_aSustainable development _96723
650		0	_aEnvironmental aspects _914250
856			_uhttps://www.mdpi.com/2078-1547/16/3/32
942			_2lcc
999			_c5425 _d5425