Comparative education (CE) addresses culture through the lens of global culture which increasingly puts so much emphasis on human capital. Also, convergence of educational systems has become one of the main issues of global culture in CE, particularly with so many nationalities melting into the global society to become part and parcel of the global culture network. As a result, these nationalities have been under considerable pressure to accredit and adopt similar institutional structures including models of bureaucracy, inclusive education, democratic transition, and spread of science which is based on universities and social sciences, all of which are considered as major knowledge systems. In addition, there are calls for growing interest in the contributions of neo-institutional theory as a distinct approach to the study of social, economic, political and educational phenomena, particularly in the field of CE because it takes into account the dual power of globalization and contextualization and accommodates the multi-directional influence on the macro-level educational phenomenon and both the institutional and individual level. Hence, the current research aims mainly at identifying the most significant changes in culture, particularly global culture. It also investigates the effective roles these changes play in the field of CE and their relation to the neo-institutional theory. Finally, it aims at developing a number of recommendations to promote the institutional construction of CE at the Faculties of Education in Egyptian universities.