The relevance of a global educational policy is determined by the new realities of the modern digital-global world, with traditional technologies rapidly changing in many areas. It is shown that the transformation of education (both in terms of education and in terms of the formation of a new global competence with personality) is in the interest of the entire global community, not merely individual states. The notion of a global education policy is clarified, and the promising use of actor approach in the framework of neoliberalism is confirmed. We identified five actor models in the educational sphere (models with a single actor (government); models complemented by the activities of non-governmental actors; models that consider the development of the role and status of non-governmental actors; models that reflect the progress of technological innovation; model-building in the status of actors in educational ecosystems, wearing a supranational character). It is hypothesized that the model with the greatest prospects is the model consisting only of educational ecosystems as actors on a global level. It is shown that the establishment of actor models is not enough to form a holistic view of a global educational policy; without specifying a single methodological design, the causes of changes in the type and composition of actors and the value of innovations in the future educational agenda. The author identifies the driving forces influencing global educational policy: scientific and technological progress and the transformation of the world economic system; communications developments; and the dynamism of foreign policy strategies, which makes it possible to implement the concept of “competition through cooperation”. It is shown that the set of possible actions actors can perform is realized through a sequence of scenarios (economic, institutional, and social scenarios), leading to the formation of the globalization scenario being integral. The paper presents suggestions for refining the actor approach, enabling movement away from declarative and subjective justifications of actors, and combining the assessment of possible actions, policies, and scripts which allows for the methodologically meaningful identification of actors within the available body of knowledge in their chosen field of education.