ADAPTING ADVANCED FOREIGN PEDAGOGICAL EXPERIENCES TO THE NATIONAL EDUCATION SYSTEM

Abstract

Adapting advanced foreign pedagogical experiences to national education systems enhances educational quality and fosters innovative teaching methodologies. This study investigates how international pedagogical frameworks can be effectively integrated into local contexts to promote inclusive education. By analyzing the works of Kartoshkina, Roman, Novita, and others, the research highlights the significance of intercultural awareness, teacher professional development, and competency-based education. Key challenges, such as misalignment with local policies and limited teacher training, are addressed, emphasizing the need for collaborative efforts between policymakers and educators. The findings underscore the transformative potential of global educational practices when tailored to national needs.