As the final chapter in the book, this chapter brings together the arguments offered throughout previous chapters and presents an argument for developing a discussion culture within our different learning spaces. While the conceptual framework is complex and nuanced, one of the core outcomes of its implementation is the development of a ‘discussion culture’ in the classroom. This is one in which students expect to engage in discussion and debate when entering the classroom, and consequently build up both their skills and interest in discussion over time. Furthermore, a discussion culture describes a learning environment in which students are given the opportunity to practise critical thinking in a supported manner, where they feel safe to share ideas and try out new skills. In outlining the argument of this chapter, both the opportunities for furthering critical global learning, and the inherent barriers educators often face will be outlined and explored. Additionally, this chapter will also return to the adaptable and flexible nature of the conceptual framework by offering a rationale for and considerations around how to contextualise critical global learning for readers own contexts. This focus will include recommendations for how the framework can be used and what actions could be taken next.