have confronted educational systems with multiple, complex, and uncertain futures. In this context, futures studies can shift educational management from reacting to ongoing changes toward identifying alternative futures, strengthening agency, and designing resilient strategies. The present study aims to analyze and synthesize the scholarly literature on futures studies in educational management and to identify its major themes, applications, challenges, and implications for educational leadership and governance. The study employed a narrative and analytical review approach using thematic synthesis. Relevant scholarly sources were examined through Scopus, Web of Science, and Google Scholar using combinations of the keywords “futures studies,” “foresight,” “futures literacy,” “educational leadership,” “educational management,” “scenario planning,” and their English equivalents. Following the screening of titles, abstracts, and full texts and the application of predefined inclusion and exclusion criteria, relevant studies were extracted and synthesized through multiple stages of coding into organizing and overarching themes. The findings identified seven organizing themes: (1) the paradigmatic evolution of futures studies; (2) futures studies tools and methodologies; (3) futures literacy and leadership competencies; (4) practical applications in education; (5) implementation and ethical challenges; (6) justice and social participation; and (7) research and policy implications. The overarching theme emerging from the synthesis was “the transition from reactive management to anticipatory, justice-oriented, and resilient leadership in educational systems.” The findings indicate that futures studies can contribute to transforming educational management when it moves beyond the level of predictive tools and becomes institutionalized through organizational capacity, futures literacy, pluralistic participation, and ethical governance.