This panel builds on insights from the Brookings Institution SPARKS project from a three-country comparative research study that explored how culture, local education ecosystems, and prevailing learning theories—collectively termed Invisible Pedagogical Mindsets—shape education reform efforts in Egypt, India, and Mexico. The discussion will explore how these invisible factors influence policy implementation, teacher training, and classroom practices in vastly different contexts—and what that means for designing reforms that are both innovative and locally responsive.
