Metamodernism, which is used synonymous with post-postmodernism or neo-modernism, has come forward in response to postmodernism and the emerged crises, instabilities, and uncertainties in all areas of this epoch. Metamodernism is a perspective situated epistemologically "with" (post)modernism, ontologically "between" (post)modernism and historically "beyond" (post)modernism. It seeks an oscillation between modernism and postmodernism with mediating between them and responding to existing cultural modes. Thus, metamodernism is a paradigm beyond modernism and postmodernism, trying to explain today's cultural and intellectual developments which are not sufficiently criticized by modernism nor postmodernism. This paper questions and discusses the understanding of this paradigm and its reflections on education, school leadership, and schooling in the Nordic countries. By reviewing education related reports, survey reports, books and articles about these countries, comprehending their philosophy of education throughout the years, and analyzing the ongoing educational developments, the main notion of metamodernism and its influences on schooling, leadership implications, classroom activities and research in education are focused on this paper.