Conceptions of educational justice are closely connected to more far-reaching conceptions of social justice that usually serve as their normative foundations. Hence, it does not come as a surprise that the diversity and subtlety of conceptions of social justice that has emerged since the last quarter of the 20th century has given rise to a corresponding variety of conceptions of educational justice. These latter conceptions include liberal egalitarian, democratic, prioritarian, and recognition-theoretic perspectives. However, whereas the discourse on social justice has been globalized since the 1990s, the debate on educational justice has remained mainly national, or state-centered, in its normative orientation. To overcome the curious neglect of the philosophical debate on global justice that is underlying the national orientation of the educational justice discourse, this talk presents a democratic conception of global justice as well as a corresponding conception of global democratic educational justice. Doing so, the talk maintains that the exploration of the concept of global educational justice is of normative importance regarding the scope, priority, and the contents of rights to education. It is only through conceiving educational justice from a global perspective that one can answer which rights to education have global scope, what the relative priority of domestic vis-à-vis global rights to education is, and whether rights to education include entitlements vis-à-vis inter- and transnational institutions.