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Amid a rapidly evolving global education landscape shaped by technological innovation, shifting policy environments, socio-political change, and continued emphasis on equity and inclusion, this volume provides scholars and practitioners comprehensive and reflective analyses of the key forces driving change in comparative and international education.
The Annual Review of Comparative and International Education 2025, Part A and B (ARCIE 2025) advance scholarship in the field by providing a structured and comprehensive synthesis of major developments. The primary aim is to provide a critical overview of the forces shaping comparative and international education research and practice. To this end, the chapters: (1) synthesize key research trends through in-depth analyses of current debates, persistent challenges, and significant scholarly contributions; (2) bridge the research-to-practice divide by identifying pathways for translating empirical findings into policy and practice across diverse educational contexts; (3) examine regional and global dynamics by highlighting how political, social, and economic conditions shape educational systems in different parts of the world; and (4) explore emerging issues by engaging underexamined topics and methodological innovations that are redefining the field.
The Annual Review of Comparative and International Education 2025, Part A and B offer a timely and substantive contribution to the field by synthesizing emerging trends, theoretical developments, and practical applications shaping education systems worldwide.
Alexander W. Wiseman is Professor of Educational Leadership & Policy and Associate Dean for Research, Outreach, and Engagement in the College of Education at Texas Tech University, USA.
The Changing Grammar of Comparative and International Education; Alexander W. Wiseman
Part 1. Comparative Education Trends and Directions
Introduction to Part 1: Comparative Education Trends and Directions; Alexander W. Wiseman
Chapter 1. Towards Teacher Agency for Quality Education for All: Reflections and Future Directions; Davut Nhem
Chapter 2. A Systematic Review of Students’ Meritocratic Beliefs in Universities in a Global Context; Chengzhe Yao and Danchen Yan
Part 2. Conceptual and Methodological Developments
Introduction to Part 2: Conceptual and Methodological Developments; Alexander W. Wiseman
Chapter 3. Temporality as a Lens for Comparative and International Education; Yulu Hou
Chapter 4. Deglobalization and Comparative and International Education; Charste Coetzee Wolhuter
Chapter 5. Territorializing Education Policy: Theoretical and Methodological Foundations for Comparative Inquiry; Nuno Fraga and Sofia Silva
Chapter 6. Distance Education under Organizational Theories: Trends, Tensions, and Directions for Comparative and International Education; Vanessa Ghersi Cordano
Chapter 7. Epistemic Dominance and the Decolonial Turn in Comparative and International Education Research; Zarrina Talan Azizova and Godwin Ahiase
Chapter 8. Who is Responsible for College Readiness? An Exploration of the Global Framework of Responsibility Archetypes, Misalignment, and the Future of Readiness Research; Samuel M. Luby