International education as a subject of comparative research in western theory

The article presents an analysis of the Western theory of international education from the point of view of substantiating the comparative approach as the dominant method in foreign research on this topic. The novelty of the research lies in the description of comparative international education as a field of scientific interests of Western authors. Its specificity lies in the fact that it makes it possible to consider general trends in global education, and not only to analyze its individual directions. The international centers CIE, CICED, CESA, WCCES, using this method, analyze national strategies in the field of education, the dynamics of industry development, pedagogical practices, traditions, and prospects for international education in the context of globalization. A study of the works of Western authors has revealed that today the theory of international education has not yet been fully formed. This is indicated by problems such as borrowing and innovation in this environment, the lack of coordination between the results of its research and the activities of relevant ministries. To identify the opportunities and risks that are present in the Western theory of comparative international education, the author used a comparative approach, phenomenological, interpretative and descriptive methods. Moving forward, continued interdisciplinary dialogue and methodological refinement are essential for advancing the theory and practice of international education in a rapidly changing world. Ultimately, fostering collaboration among scientists, policymakers, and practitioners is imperative for realizing the full potential of international education as a catalyst for global development and cooperation.