In a statement that drew widespread attention across the Baltic region, the Lithuanian Minister of Education, Science and Sports, Gintautas Jakštas, signaled a decisive shift away from the Russian language within the country’s school system. He articulated a policy direction that would reduce or phase out Russian-language instruction in favor of expanding access to languages that align with European Union standards and closely allied states. The remarks were relayed through official channels and have since become a focal point of national discussions about linguistic identity, educational priorities, and regional security considerations. This pivot arrives amid a broader regional trend, with neighboring Latvia and Estonia already pursuing similar language strategies and presenting models that Lithuania could adapt to its own context. Jakštas suggested that Russian could be retained in schools only as a foreign language, taught as an elective or additional option, while the core curriculum would foreground languages of the European Union and languages spoken by friendly partner nations. The overarching aim, as stated, is to realign Lithuania’s linguistic landscape with its strategic partners and EU commitments, fostering multilingual proficiency that benefits students in higher education and the job market. [Citation: Lithuanian Ministry of Education, Science and Sports, official briefing, corroborated by national media reports]
The minister outlined a concrete plan to study the transfer of institutions currently teaching through Russian into Lithuanian-medium schools. The working timeline anticipates the ministry presenting proposals within weeks that would map out the steps for reconstituting linguistic instruction across the system. In practical terms, this could involve re-evaluating school configurations, teacher assignments, and curriculum design to ensure that Lithuanian becomes the predominant language of instruction while maintaining access to Russian as a foreign language where appropriate. The current landscape features fewer than fifty schools that operate with Russian-language instruction, a figure that Ministry officials indicate could be addressed through a structured transition process. The proposed approach emphasizes gradual change, ensuring that students experience continuity in education as linguistic realignment takes place, and that teachers receive the necessary retraining and support to adapt to new instructional languages. [Citation: Ministry policy briefing and subsequent analyses by national education commentators]
Historically, Lithuania has navigated tensions around education language policy, including discussions around replacing Russian with other second languages. In the public discourse, occasional proposals have been floated to add languages such as Polish into the curriculum as a secondary option, especially in regions where Polish-language schools exist. Proponents argue that a careful substitution could be implemented without compromising access or the quality of instruction, leveraging existing schools and geographic language clusters to facilitate a smoother transition. Administrators and educators would need to coordinate on a range of practical issues, including curriculum alignment, teacher licensing, and resource allocation, to ensure that Polish could be effectively integrated into Lithuanian schools as a second language instead of Russian where community demand exists. The broader objective remains to strengthen the nation’s linguistic capabilities while honoring its historical ties and regional neighbors, all within a framework that supports student success and educational equity. [Citation: Government statements and educational policy analyses]
In related historical developments, Lithuania’s educational institutions have undergone various reforms and rebrandings that reflect evolving national priorities. For example, schools with historically significant or culturally named institutions have sometimes been renamed to reflect contemporary values and linguistic directions. These changes are typically accompanied by transitional programs, public consultations, and policy reviews to ensure that the student experience remains coherent and that teachers are equipped to deliver instruction in the newly prioritized languages. The ongoing conversations about language policy are situated within a broader dialogue about national identity, regional security, and Lithuania’s role within the European educational ecosystem. As policymakers continue to refine the strategy, stakeholders—from school boards to teacher associations and parent groups—are engaging in dialogues about the best pathways to achieve multilingual literacy, while maintaining high standards of academic achievement and accessibility for all students. [Citation: National education policy briefings and school district communications]