With an emphasis on Bahrain specifically, this review article investigates the important part women may play in guiding educational transition by using inclusive pedagogies that promote sustainable learning. Consistent with Bahrain's Vision 2030 and the WSRC's 2025 theme, “Women: A Worthy Partner in Building the State,” the study synthesises present research to investigate how women educators and leaders affect inclusive education, educational equity, and national development goals. Policy papers, peer-reviewed journal publications, and international frameworks as UNESCO's Education for Sustainable Development (ESD) all find use in the evaluation. It examines how female leaders encourage varied learners by means of diversified instruction, culturally sensitive pedagogy, and technological integration. The report also notes supporting elements like mentoring, leadership development, and institutional changes as well as structural issues such gender stereotypes, under-representation in policymaking, and sociocultural limitations. Results show that women-led educational projects improve student involvement, support social inclusion, and help to forward the more general sustainability agenda. Still, the effective application of these ideas depends on systematic support from inclusive leadership systems and gender-responsive policies. This paper provides strategic advice to enable women as agents of change for sustainable educational reform by placing global insights within Bahrain's socio-cultural and educational scene. The report supports cross-sector cooperation to forward Bahrain's inclusive and sustainable development goals and adds to the conversation on gender equality in education.