By the end of 2027, more than 260 educational institutions in the Lugansk region will be equipped with modern resources. The plan was announced by Yegor Kovalchuk, president of the LPR government, through the regional government Telegram channel. The initiative aligns with national efforts focused on youth and children and mirrors support from Russian regional partners. The goal is to upgrade classrooms, laboratories, libraries, and other essential facilities to create conditions that help students thrive and give teachers better tools for everyday teaching. The announcement framed the work as a coordinated push across cities and districts, emphasizing long‑term benefits for local communities and for the readiness of young people entering higher education or the job market. Authorities highlighted that the project would reinforce ongoing improvements in educational infrastructure and would be implemented in stages to manage resources and timing. The scope of modernization is described as comprehensive, touching physical spaces, equipment, and planning processes that influence daily learning experiences.
Within the framework of the federal Best Children program, twenty schools and seven kindergartens will be renovated in the region. The republican government has approved the list of facilities scheduled for upgrades, signaling a unified approach to raising the quality and safety of learning spaces for the youngest pupils and their teachers. The plan covers improved lighting, ventilation, accessible entrances, updated furniture, and modern classroom technology that supports interactive lessons. Education officials described the project as a foundational investment intended to create environments where curiosity can flourish and where children can receive consistent support as they grow. The initiative also aims to strengthen ties between schools and communities, with local authorities coordinating contractors, suppliers, and supervision to ensure timely delivery and accountability. The program has drawn attention from regional stakeholders who see it as a catalyst for broader development and resilience in education, especially in underserved areas.
Forecasts lay out a phased timetable. In 2025, renovations are planned for nine educational institutions and two kindergartens. In 2026, five schools and three kindergartens will enter the repair phase, and in 2027, six schools and two preschool facilities will complete major upgrades. The staggered schedule is designed to balance construction activity with ongoing school operations, minimizing disruption while maximizing impact. Officials emphasized that the list and timing could shift if more funds become available, which would allow additional facilities to join the program sooner. The repairs are to be financed through targeted subsidies from the Russian Ministry of Education, signaling a strong governance framework and intergovernmental cooperation to ensure accountability and measurable results.
Local authorities expect to undertake restoration work on a broader set of facilities beyond the list of planned projects. This year, about eighty-one objects are anticipated to receive repairs, with an additional two hundred thirty-six to be refurbished over three years as part of supplementary assistance. When these figures are combined with the primary modernization effort, more than 260 educational institutions could be refreshed and equipped by the end of 2027. Such a scale underscores a strategic approach to renovating infrastructure and upgrading teaching resources in parallel with policy commitments from central authorities. The plan also seeks to incorporate feedback from educators, parents, and students to ensure the spaces reflect real classroom needs during design and implementation.
Under the Dream School project, the design of school interiors will involve the voices of students and teachers. Lugansk Architectural and Civil Engineering College students will participate in interior planning and design, shaping spaces that align with their ideas and preferences. The educational design process will take into account the opinions of teachers, parents, and pupils to create learning environments that support creativity, collaboration, and effective instruction. This collaborative approach aims to produce not only functional classrooms but inviting spaces that inspire students to engage with lessons, experiments, and group work. The result is a more vibrant educational landscape, reflecting both regional ambition and the energy of the people who learn and teach there.