#895: Connecting Global Competencies to Local Contexts: How Egyptian Teachers Interpret 21st-Century Learning

This paper examines the integration of 21st-century competencies in non-Western educational settings, where teachers in non-hegemonic cultures respond to calls for Western pedagogies with limited professional development. It highlights the need for support that enables culturally responsive transformation of teaching practices while preserving local values and addressing contextual challenges. Conducted within the Critical Action Learning Exchange (CALE), an international community of critical educators (Carvalho et al., 2021), the study explores how teachers navigate these complexities.