Digitisation is a multidimensional phenomenon having direct and indirect impact on all aspects of human activity. The sphere of science and research, especially comparative education research, is being inevitably affected. The dizzying pace of socio-economic changes complicated by COVID-19 pandemic made it obvious that we are dealing with the digitisation of shock, rather than phased, character. The article states the lack of serious scientific reflection on the currently witnessed “shock digitisation” of science, complicated with growing digital illiteracy of researchers. The latter is demonstrated through rigorous literature review and SciVal Scopus analytics. The article is concluded with the idea that the field of comparative education research requires future profound rethinking of assumptions and agenda priorities in several aspects. They include general qualification requirements for modern comparative education researcher and comparative research procedures, functional and digital literacy of comparativists, changes in their research career potentials and prospects.
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