Васьків, МиколаМиколаВаськів2026-02-272026-02-272024Васьків, М. (2024). Системна мовно-освітня політика на сході й півдні України як висновки з помилок минулого. Українознавство, (3 (92)), 164–177. https://doi.org/10.17721/2413-7065.3(92).2024.312767УДК 81'272(477)10.17721/2413-7065.3(92).2024.312767https://ir.library.knu.ua/handle/15071834/11119Мова – один із ключових атрибутів держави й політичної нації, а освіта – основний чинник утвердження державної мови й держави. Автор порівнює застосування української мови в навчальному процесі освітніх закладів сходу й півдня України в останній період існування УРСР, перші роки незалежності та в останні роки.The relevance of the research. Language is one of the key attributes of the state and political nation, and education is the main factor in the establishment of the state language and the state. The author compares the use of the Ukrainian language in the educational process of educational institutions in the east and south of Ukraine during the last period of the Ukrainian SSR, the first years of independence, and recent years. The objective and subjective reasons that hindered the establishing of the Ukrainian language as the state language and language of education in these regions, the linguistic indigenization of ethnic Ukrainians, are analyzed: active resistance of bureaucrats of various ranks; imperfection of legislation and regulations in the field of education; inadequate training of teaching staff; meagre funding for the work of teachers and education in general, as well as measures aimed at establishing the Ukrainian language in education, in various other spheres of social life, as well as in everyday life. This was compounded by Russia’s constant information subversive activities and Russia’s harsh policy of Russification in the occupied territories. The purpose of the article is, based on the past, mostly bitter, experience of establishing the Ukrainian language in secondary schools, avoid previous mistakes, not to step back onto the old rake of indifference or disregard to the resistance of Russification forces. Conclusions. In order to overcome the obstacles that harmed the transfer of education to the state language in the east and south of Ukraine (as well as in other regions), the author of the article proposes the following: to define clear deadlines and responsible executors for the introduction of the Ukrainian language into the educational process; to make the pace of introduction of the state language in education rapid by transferring to the Ukrainian language of teaching, first of all, large urban schools from the first to the final grades simultaneously, “prestigious” schools – gymnasiums, lyceums, complexes, collegiums, leading schools in the study of certain subjects, including the natural cycle; strict removal from the educational system of all teachers and officials who were caught collaborating with the Russian authorities or special services; legislatively and through public approval, introduce a requirement for teachers to communicate with students in the state language during extracurricular and out-of-school hours; introduce a clear and steady system of rewards and punishments for educators for adhering to the Ukrainian-language mode of communication with schoolchildren and students.ukмовадержавна мовакоренізаціяукраїнізаціяосвітаlanguagestate languageindigenizationUkrainizationeducationСтаття