DOI: 10.38007/978-1-80053-534-3

Global education governance has become a crucial cross-border issue, increasingly permeating the core areas of national education development through cooperation platforms and consensus-based norms established by various international organizations. This cross-regional educational interaction breaks down traditional geographical barriers to education development, promoting the transnational flow of educational philosophies, training models, and evaluation standards, and prompting countries to actively or passively align their educational reforms with the global discourse system. However, the advancement of global education governance consistently faces value competition among diverse stakeholders. Different countries, based on historical traditions, cultural foundations, and development needs, exhibit significant differences in their interpretation and acceptance of global education policies. This makes the tension between global education governance and national sovereignty an unavoidable core issue. National sovereignty in the field of education encompasses both autonomous control over the direction of its own educational development and exclusive rights and responsibilities regarding the allocation of educational resources, talent cultivation goals, and cultural inheritance. This sovereign attribute dictates that countries cannot completely adhere to unified international standards when participating in global education governance; instead, they need to find a balance between global consensus and their own national realities. 

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