This study examined how equity-centered leadership supports culturally responsive learning in Malaysian international schools and whether Diversity, Equity, Inclusion, Justice, and Belonging (DEIJB) provides the institutional pathway through which leadership practices affect learning. A quantitative, cross-sectional survey was administered to 390 teachers, school leaders, and administrators. Data were analyzed using descriptive statistics and partial least squares structural equation modeling. The measurement model demonstrated satisfactory composite reliability and convergent validity. Of the four leadership dimensions, only leadership diversity had a significant direct relationship with culturally responsive learning. Leadership recruitment, curriculum development, and leadership training were not directly significant. Equity-centered leadership strongly predicted DEIJB. Mediation analysis showed significant indirect effects for leadership recruitment, leadership training, and leadership diversity, whereas the indirect effect of curriculum development was not significant. Overall, five hypotheses were supported and four were not supported. The findings position DEIJB as a central institutional mechanism connecting leadership decisions with culturally responsive practice in multicultural schools. International schools should therefore embed cultural competence, anti-bias awareness, inclusive communication, and justice-oriented decision-making in recruitment, professional development, leadership representation, and school accountability systems.
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