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This paper scrutinises the teaching of Comparative and International Education (CIE) in higher education, addressing the gap in the discourse on how CIE is taught. Utilising the latest 'Preferred Reporting Items for Systematic Reviews and Meta-Analyses' (PRISMA) guidelines, we selected 10 articles from the past decade across six databases for a detailed review. Our examination focuses on the 'what, who, and how' of CIE teaching practice, including research methods, contextual applications, and the validity and limitations of the chosen literature. We introduce a Critical Comparative and International Education Pedagogy (CCIEP), advocating for advancing dialogue beyond theoretical recognition towards proactive engagement in CIE knowledge exchange and transformation in order to respond to global changes more effectively and responsibly.
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Li et al. (2024) studied this question.
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