The study analyses how intergovernmental organizations such as the EU, OECD, and UNESCO use the Sustainable Development Goals (SDGs) to create strategic crisis narratives in education. It explores how these narratives justify the organizations' roles, push certain education policies, and bring new players into education development. This multidisciplinary research combines lenses from comparative and international education, organizational studies, and policy studies and applies qualitative content analysis, critical discourse analysis, and social network analysis to analyse documents, reports, press releases, and interviews with experts. The findings will challenge assumptions about IGOs' roles and influence, revealing the power dynamics and strategies used to shape global education governance. This study can help policymakers, including those in Finland, to create better, globally-informed education policies, fostering Finland leadership and international cooperation in education.

2025

2029