Rapid economic, social, political and technological changes in the external environments of education systems have put constant pressure on the internal processes and practices of educational systems. Over the last four decades, educational systems have become more and more vulnerable to economic, political and social developments. Recent global developments such as the crises in the Arab world and their impact on the refugee crisis; the Brexit crisis; and the introduction of Mercantile law by the US impacting China and the movement of goods around the world are some of the major political developments causing turbulence. The impact of crises and the chaos they create have direct and indirect repercussions for education (Arar, Brooks, and Bogotch 2019). Although these political, economic and social disruptions may be regionally based, the growing interconnectedness of the world means these developments have rapid repercussions internationally. More importantly, these disruptions put constant pressure on education systems to change their governance systems, their administrative structures, and their management and curricular dimensions. In general, the field of education has been experiencing this era of change in a unique way. Key research trends in education such as school effectiveness, school improvement and equity (or social justice) have been demanding more specific reactions from education systems to the trends and developments around the world. Technology integration, curriculum adaptations, structural changes and new approaches to developing teachers are some of the common forms of change enforced by governments on different education systems.