In response to the challenges of globalization, scholars and educators have been calling forth the infusion of global education into school curricula in order to enable children to adapt to the dynamic and changing contexts, as well as to live in an increasingly interdependent and culturally diverse world. However, there is a paucity of research literature in the area of intraregional and intercultural comparative studies on teachers' instructional decisions and practices in Hong Kong's global classrooms. This article aims to fill the vacuum in this area of study and shed light on the uniqueness and commonness of the two case-study schools – one local school and one international school. It is expected that the article can yield conceptual and practical lessons for the study of teachers' instructional decisions and practices in the global classrooms in school contexts with different cultures.
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