Abstract The study explores the engagement of Russophone Ukrainians with educational policies that increase the status of the Ukrainian language, the standardized tests of Ukrainian, and the subject tests that could be passed in Ukrainian. It argues that this centralized unitary language policy has received support from Russophones. It does so by analyzing the language choices of Russophone students when taking standardized tests in various subjects, as well as admission policies and discussions of relevant policies in local media and social media of the Russophone city of Kharkiv. It shows that following the introduction of standardized tests, the value of Ukrainian has increased across various actors: students have been choosing Ukrainian more, universities have valued Ukrainian in the admission process, and local citizens have defended the status of Ukrainian, relying on decolonial rhetoric. It shows that the decolonial framing of the Ukrainization policies resonated with Russophones enough for them to support them, and not to result in a backlash.
Anna Vozna (2025) studied this question.