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Abstract
This special issue aims to advance and disseminate research in the field of comparative didactics, offering a comprehensive overview of its current state. Featuring contributions from leading scholars across diverse continents and disciplines, the publication seeks to foster the growth and internationalization of comparative didactics, promote cross-disciplinary methodology transfer between school subjects, and support scholars in identifying and sharing theoretical perspectives across different contexts. While each paper presents unique findings, they collectively enable deeper comparisons of the meaning and impact of comparative didactics worldwide.
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