Perspectives on Minority Language Education in the Post-USSR

A significant amount of recent scientific literature emphasizes the importance of mother tongue education, as minority languages continue to be underrepresented in formal schooling. While some progress has been made in integrating these languages into curricula, the situation varies widely across different regions. Ideally, populations would achieve proficiency in multiple languages, yet in practice, this phenomenon is relatively rare. This article examines the status of minority language education across five regions of the post-USSR. The analysis is conducted according to specific principles, with attention to demographic patterns, economic conditions, legislative frameworks, national and regional educational policy documents, and the types and outcomes of programs involving minority languages. Methodologically, the study employs a comparative qualitative approach, combining document analysis, secondary data review, and the synthesis of existing case studies. By applying these methods, the research seeks to identify correlations between the presence of minority languages in the public sphere and their incorporation into educational programs. Findings indicate that active use of minority languages in everyday life and public domains provides the strongest motivation for sustained investment in education. At the same time, the introduction of modern educational technologies offers promising opportunities to achieve more positive results in the future.