Background: There is a demand for educational initiatives that support health and social care leaders to facilitate person-centred care (PCC). The TRANSITION research project (2022-2026) addresses this by exploring the shift toward PCC through the development and evaluation of a leadership program grounded in the University of Gothenburg Centre for Person-centred Care framework. Additionally, the project includes a scoping review of international evidence on educational initiatives that facilitate PCC implementation. Aim: To summarise and reflect on key findings from the TRANSITION project, with a focus on how person-centred leadership can be effectively promoted through educational initiatives. Methods: The analysis draws on data from qualitative studies (n=3) with program leaders and participants and a scoping review. Findings are synthesised descriptively with the scoping review providing a frame of reference for interpreting the findings. Interestholders are involved throughout the project. Results: Key findings show that the integration of person-centredness and leadership within the program promotes pedagogical insights among program leaders and supports experiential learning among participants. This learning can enhance the capacity for self-leadership, team leadership, and co-creation of PCC. Contextual factors that influence how managers develop the ability to lead in a person-centred way are identified, highlighting applications of person-centred principles in curricula and how person-centredness is learned across various settings. Comparisons with the findings from the scoping review highlight both similarities and differences in content, methods, and outcomes. Conclusion: The findings reinforce current evidence that the workplace is a critical setting for learning about person-centredness. They also contribute new insights into how the complementary roles of digital and on-site learning activities can be combined to support learning about and through person-centred practice. Further research is needed across health and social care settings in different countries and with different professional groups to develop educational programs that support person-centred leadership and practice.