教育方面的比較研究和國際研究涉及政策制定者和學者的主要興趣主題。它們闡明了教育在發展、維護或挑戰現有社會秩序以及地方、國家和全球在教育系統、機構和實踐中的相互作用中的作用。比較出版與世界各地教育發展和變化有關的研究。它尋求跨學科的教育話語、政策和實踐分析，以及它們對教學、學習和治理的影響。編輯們歡迎在正規和非正規教育中反映從幼兒到成人生活結束的實踐的論文。所有論文應包括比較和/或國際維度。我們從最廣泛的意義上定義“比較”——論文不需要比較不同的國家或環境，但可能是跨時間、跨文化（如內部/外部觀點）或不同的群體或系統（如本土和主流教育）之間的比較。所有的論文，包括單一國家的案例研究，都應該在該領域進行更廣泛的理論和辯論，并且應該處于國際/全球的視角。對該領域研究不足的方面和鮮為人知的國家的案例研究特別感興趣。在所有情況下，必須清楚地闡明物品所在的上下文。所有文章都要接受匿名審查，以確保其質量和比較努力包括一系列寫作風格，以期在學術出版中產生更大的平等/民主。

Comparative and international studies in education address themes of major interest to policy makers and academics. They illuminate the role of education in development, in maintaining or challenging the existing social order, and the interaction of the local, the national and the global in education systems, institutions and practices. Compare publishes such research as it relates to educational development and change in different parts of the world. It seeks analyses of educational discourse, policy and practice across disciplines, and their implications for teaching, learning and governance.The Editors welcome papers which reflect on practice from early childhood to the end of adult life, in formal and non-formal education. All papers should include a comparative and/or international dimension. We define ‘comparative’ in its widest sense – papers do not need to be comparing different countries or contexts, but may be comparing across time, cultures (e.g. insider/outsider perspectives) or between different groups or systems (e.g. indigenous and mainstream education). All papers, including single country case studies, should engage with wider theories and debates in the field and should be located within an international/global perspective. Case studies of under-researched aspects of the field and countries about which little is known are of particular interest. In all cases, the context within which the article is located must be articulated clearly. All articles are subject to anonymous reviews to ensure their quality and Compare is striving to be inclusive of a range of writing genres in an effort to engender greater equality/democracy in academic publishing.