Arar, K.Karadaş, H.Arar, E.A.Z.Yılmaz, İ.H.2026-01-152026-01-15202597810410069619781040448304https://doi.org/10.4324/9781003611189-4https://hdl.handle.net/20.500.12514/10187Educating displaced students is a significant issue faced by educational leaders working in contexts affected by global migration and geopolitical conflicts. This chapter examines the refugee learners’ needs in Türkiye—the largest refugee-hosting country globally. Examining teachers’ changing role as global leaders in facilitating equitable and inclusive schooling among migrant learners, this chapter introduces a comprehensive global teacher leadership model to incentivize teachers as change agents who can be a force of empowerment and justice in the need to provide equitable, inclusive, and culturally responsive education systems. © 2026 selection and editorial matter, Linyuan Guo-Brennan, Maria Guajardo, Khalid Arar, and Michael Guo-Brennan; individual chapters, the contributors. All rights reserved.en10.4324/9781003611189-4info:eu-repo/semantics/closedAccessBook Part2-s2.0-105023774846