Principals’ leadership strategies to shape inclusive education in local adult education institutions

This study examines principals’ leadership practices within Swedish Municipal Adult Education (SMAE), focusing on strategies for advancing inclusive education in a marketised system. Data consist of observation notes from dialogical network meetings with twenty-three principals and one quality manager representing twelve municipalities, organised collaboratively by the National Agency for Education and a university. The analysis applies the theory of practice architectures as both a theoretical lens and methodological tool. Findings reveal that principals operate within a complex and often contradictory educational landscape. Their strategic actions – such as creative financial manoeuvring and cross-sector collaboration – demonstrate adaptability while exposing ethical tensions under systemic constraints. The principals’ leadership strategies emerge as a situated, adaptive practice shaped by fragmented policy and governance environments. The study provides insights into how principals can lead transformative change by adopting alternative approaches and leveraging collaborative strategies to advance inclusive education across institutional and community contexts.