<![CDATA[The globalization of higher education has intensified demands for teachers to engage beyond national borders, with Writing for Publication in Global Contexts (WPGCs) emerging as a key mechanism for professional growth and knowledge exchange. While WPGCs offers significant potential for EFL teachers to contribute to international discourse, foster cross-cultural understanding, and align with national reform agendas such as Saudi Vision 2030, their participation remains limited. Drawing on scholarship in teacher education, multiliteracies, and translingualism, this perspectives paper first contextualizes WPGCs within Saudi Arabia’s teacher education landscape and then critically examines the systemic and individual challenges that hinder EFL teachers’ engagement in global publishing. We conceptualize these challenges across four interconnected domains: knowledge and skill-based, temporal and structural, institutional and socio-cultural, and psychological and attitudinal. The paper argues that addressing these barriers requires coordinated support at the individual, institutional, and policy levels to foster more equitable participation in global academic conversations. Implications for teacher education programs, institutional leadership, and future research are discussed. Keyword: EFL Teachers; Writing for Publication in Global Contexts; Teacher Professional Development; Globalization; Multiliteracies; Academic Publishing]]>
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