From time to time, one of the most discussed topics on the education agenda concerns the future of the Russian sector in Azerbaijan. Occasionally, various opinions have been voiced regarding the gradual abolition of this sector and the reconsideration of the activities of Russian-language schools and lyceums. Particularly towards the end of last year, the issue became relevant again and entered the public discussion sphere. This suggests that the Russian sector model, which has been formed over many years, no longer appears as immutable and untouchable as before.
It is interesting whether possible changes in the Russian sector will remain within a limited discussion framework, or if similar reforms regarding the abolition of the Russian sector could be implemented in other schools and lyceums as well?
In a statement to **Modern.az**, **Elchin Mirzabayli**, a member of the Science and Education Committee of the Milli Majlis, first clarified the issue from a legal perspective, noting that the Law of the Republic of Azerbaijan "On General Education" states that "The language of instruction in general education institutions is the state language – Azerbaijani."
“Furthermore, the aforementioned law states that, “taking into account the wishes of citizens and founders of educational institutions, and in accordance with international agreements to which the Republic of Azerbaijan is a party, or with an agreement with the p (institution) determined by the relevant executive authority, instruction in general education institutions may also be conducted in other languages based on relevant state education standards or internationally accredited educational programs.”
As can be seen, although there are regulatory mechanisms in the legislation regarding instruction in other languages, including Russian, in general education institutions, there is no imperative prohibition or restriction.”
The deputy stated that, regarding his subjective attitude to the issue, he supports the instruction language in general education schools in Azerbaijan being exclusively Azerbaijani:
“Basic education must absolutely be in Azerbaijani. Because language is not merely a means of communication; it is a fundamental component that constitutes a nation's national distinctiveness. Language is culture, language is history, language is proof of a nation's existence, and language holds an exceptional, irreplaceable place in the formation of national consciousness.
However, I advocate for this process, that is, the complete conduct of instruction in Azerbaijani in all general education institutions of Azerbaijan, to be realized through encouraging and attractive steps. I believe that as the quality of education in Azerbaijani increases, schools conducting the educational process in other languages will naturally cease to exist. I should also note that just as language is the primary component for preserving national identity, it is also a means of "velvet expansion." From this perspective, it must always be ensured that the instruction process in foreign languages does not become a vehicle for elements aimed at eroding national consciousness. Opportunities should be created for learning several foreign languages in general education schools. The teaching of foreign languages in secondary schools should be strengthened, and special programs should be implemented. This is extremely important for Azerbaijani citizens to develop as competitive specialists and to open up to the world. But it is essential that the foundation, the bedrock, be in pure native Azerbaijani, like mother's milk.”
According to Elchin Mirzabayli, to deeply understand the challenges related to our language and our future as a nation, and the complex period we are going through, in his opinion, we must repeatedly review the ideas expressed by President Ilham Aliyev in his interview with local TV channels:
“Language is one of the main attributes of statehood, perhaps the primary one, naturally, along with the flag, emblem, and anthem. We all know the fate of our people well; it is a difficult fate. We are a people who have lived with the love of independence for centuries, a people who have lived under colonial conditions for centuries. Its names may differ, but essentially, this is colonialism. Whether in ancient times, during the Russian Empire, the Persian Empire, or the Soviet Union, this was nothing but colonialism. Our history of independence has also been rich. There have been foundations of statehood. We are proud of those states. But because we lived within other empires and countries, it inevitably left a certain impact on the psychology of our people. The consequences of this psychology still exist today. They are diminishing, but they exist. The less they are, the better. It is probably related to the change of generations and other factors. However, language is the factor that makes a nation a nation. We have preserved our language throughout all periods, and the Azerbaijani language we speak today does not differ from the Azerbaijani language spoken by our ancestors. This is a great achievement. I believe it is the greatness of our people that we have not fallen under the influence of other languages.”
The deputy added that the attitude towards language is a matter of both national zeal and national pride:
"Love for a people, for a nation, begins first and foremost with the attitude towards its language.
The path to being a perfect Azerbaijani lies in perfectly mastering and possessing the Azerbaijani language. The Azerbaijani language is one of the most beautiful languages in the world, and for me, it is the first. There is a divine music within our language. Words uttered from the lips of an Azerbaijani who perfectly knows their native language seem to float in the air with a gentle flow, under the sounds of this divine music, embracing word by word, sentence by sentence, like lovers," E. Mirzabayli said.
However, **Gunay Akbarova**, Secretary of the Public Council under the Ministry of Science and Education, stated that the re-emergence of discussions regarding the Russian section is part of a broader process in society – the reconsideration of language policy and national priorities in education:
“The language issue is not merely a tool for communication; it is also one of the main factors determining a citizen's connection with the state, society, and the future labor market. Precisely for this reason, this topic is sensitive and strategic from the perspective of statehood. Mr. President Ilham Aliyev, in various speeches, has also evaluated the protection of the Azerbaijani language and the strengthening of its leading position in education as the state language as a matter of national security and sovereignty.
In recent years, the Ministry of Science and Education has been carrying out systematic work aimed at improving the quality of education in the native language, updating textbooks and curricula, and strengthening teacher training. The goal is for parents and students to view education in Azerbaijani not only formally but also as a superior choice in terms of quality and prospects. This approach naturally leads to the re-formation of various instructional models over time.”
G. Akbarova believes that this is not about the administrative abolition of any language of instruction:
“On the contrary, the goal is to establish education in the state language in a more competitive, modern, and effective manner. If instruction in Azerbaijani is strong in terms of content, methodology, and future opportunities, then the choices of parents and students will naturally gravitate towards this direction. This is the healthiest and most sustainable path for reforms.
It is expected that in the upcoming period, some schools will also readjust their instructional models in line with this general strategy. However, this process will not be carried out with drastic decisions, but gradually, taking into account the improvement of education quality and the needs of society.
This is neither solely a language issue nor decisions made by individual schools. This is part of a long-term education strategy implemented in accordance with the national line defined by the President, and the main goal is to ensure that every child receives quality education in their own country, in the state language, with equal opportunities.”
Psychologist **Nizami Orujov**, clarifying the issue from a psychological point of view, stated that especially in our society, the fear of "not falling behind the crowd" and "not missing opportunities" is strong:
“Parents sometimes choose a Russian-language school not for its actual educational quality, but for the social image formed around it. This indicates that the decision is often made under emotional and social pressure.
A conscious decision is a choice made by the parent taking into account the child's needs, interests, language skills, and psychological characteristics. The main motivation here is the question, "What is most suitable for my child?" Imitation, on the other hand, stems more from social pressure and collective behavior. Parents sometimes unconsciously act with the approach, "everyone does this, so it must be right." From a psychological perspective, there is a significant difference between these two approaches: one is built on responsibility and individual assessment, while the other is driven by anxiety and the fear of being left behind.”
According to the psychologist, if the choice is made consciously, the child feels more accepted and understood:
“This strengthens their sense of emotional security. However, if a parent makes a decision simply by imitating others and the child struggles to adapt to that environment, then stress, self-doubt, and internal tension can arise. The child feels that the parent's fears and society's expectations have been prioritized over their own needs.”
N. Orujov stated that if the language choice is not balanced with the child's inner world and the values provided within the family, the child may experience identity confusion:
“The problem here is not the language itself, but the weakening of the sense of belonging conveyed through language. A child may struggle to understand which culture or identity they belong to. This can lead to internal contradictions during the period of personality formation.
Parents primarily exhibit anxiety, uncertainty about the future, and the fear of making the wrong choice. Students, on the other hand, experience adaptation stress, pressure to prove themselves, and sometimes a feeling of internal loneliness. If open communication is not established with the child during this process, their psychological burden may become even heavier.”
In conclusion, the psychologist added that the educational choice should align with the child's needs, not the parent's fears:
“Language and school choice should support the child's psychological well-being, personality development, and national identity. The healthiest approach is not to imitate others, but to make a conscious and balanced decision that centers the child,” N. Orujov noted.
It should be noted that admission to the 1st grades of the Russian section will be suspended at Hədəf Lyceums operating in Baku. This decision is expected to come into force starting from the new academic year.
