For the past few decades, comparative education policy analysis has highlighted the standardization of educational reforms, a trend intensified by globalization. A prime example is Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive, equitable, and quality education for all by 2030. Despite its universal aspirations, SDG 4 has encountered significant implementation challenges, often failing to meet expectations globally (Edwards, Niaz Asadullah & Webb, 2024; Kuroda & Nakasato, 2023). This paper focuses on Latin America, a region deeply influenced by the internationalization of education. It examines the region's educational development in relation to SDG 4, providing a nuanced view of both progress and the challenges of aligning with education models conceived by the Global North. The case of SDG 4 reveals that global policies, while broadly relevant, may not uniformly succeed across diverse regions (Mundy, 2023; Novelli, 2023). In Latin America, educational challenges extend beyond access to schooling to include curriculum modernization, teacher training, and addressing historical inequities. Scholars emphasize the pivotal roles of state institutions, civil society, and academia in driving educational reform. Opinions differ widely: some advocate for incremental improvements within existing systems, while others support more radical, emancipatory educational models that challenge prevailing neoliberal frameworks (UNESCO 2022; CEPAL, 2024). These diverse perspectives underscore Latin America’s complex interplay with global power structures and the difficulty of implementing reforms that balance local needs with regional histories. As comparative education studies evolve, there is a growing call for approaches that consider the historical, cultural, and social contexts of each educational system. Building systems that are inclusive, equitable, culturally relevant, and historically informed necessitates a deeper understanding of how transnational discourses like SDG 4 interact with local policies and educational dynamics. This requires careful attention to institutional behaviors and historical contexts that shape educational models, as these elements can modify, obstruct, or redirect policies, exposing their limitations. The paper utilizes both primary sources, such as national reports and expert interviews, and secondary sources to investigate the variations and challenges of global objectives crafted in the Western-centric Global North. It also critically examines the assumptions embedded in terms like Global North and Global South, which influence the design and intended outcomes of policies like SDG 4.

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