Abstract
ABSTRACT This article integrates our scholarly experience of teaching comparative public administration. In doing so, we offer a unique perspective as the co‐authors carry several diverse attributes, among them their countries of origin, current country in which they are teaching, and their academic experience. In addition to sharing pedagogical practices that have been used successfully in diverse countries, the article touches on overarching issues related to the opportunities and challenges of teaching comparative public administration, of confronting biases in knowledge directionality, and of reinforcing and extending recent advances in theory development related to comparative public administration.