Quota-Based Approaches to Ethnic Minority Integration in Higher Education: The Case of Georgia*
Quota-Based Approaches to Ethnic Minority Integration in Higher Education: The Case of Georgia*

Summary/Abstract: This article examines the integration of ethnic minorities in Georgia from the perspective of language education and civic identity formation. Since the restoration of state independence, linguistic diversity, the geographical concentration of minorities, and limited access to Georgian-language education have created significant barriers to full participation in public life. In response, the state has gradually developed several educational initiatives to improve Georgian language proficiency and strengthen civic cohesion. The study focuses on a government initiative implemented in the higher education system, a quota-based preparatory program (known as the 1+4 model), which aims to support the study of the Georgian language and promote the academic and social integration of students from ethnic minorities.The research methodology is based on a qualitative analysis that combines a review of policy documents and academic literature with semi-structured interviews with ethnic minority students enrolled in higher education through state quotas.This approach allows us to understand not only institutional structures, but also students’ personal experiences during linguistic and cultural transition.The article argues that language learning for minority students is both an educational process and an identity-formation process. Knowledge of the state language ensures access to higher education, employment, and civic engagement, and also influences students’ sense of belonging and national identity.The study highlights that integration is most effective when language learning is accompanied by inclusive public representation and a positive symbolic message about the place of minorities in the country.The study concludes that successful integration policies should focus on sustainable language support, culturally appropriate teaching methods, and the promotion of a common civic identity without compromising cultural distinctiveness.Strengthening these elements helps build a more unified and inclusive society in Georgia.

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