The field of comparative education traditionally compares nations and cultures to gain a deeper understanding of educational phenomena. The nation-state often functions as the only unit of comparison, which increases methodological nationalism. It is dangerous to draw simplistic conclusions because they focus on national particularities alone and make use of negative points of reference. Therefore, analytical frameworks that concentrate on other criteria are needed. The article analyses how methodological frameworks influence the outcome and perception of educational phenomena and considers what challenges arise while conducting research. It is illustrated by studies on governance.