Study of the Russian language in Mariupol’s higher educational institutions: problems and prospects

Abstract

This article explores the issue of insufficient proficiency in the Russian language among first-year students at higher education institutions in Mariupol. This linguistic gap is primarily attributed to the historical displacement of Russian from the educational system between 1991 and 2022. The analysis of students’ oral and written speech reveals a number of characteristic linguistic and communicative difficulties, further complicated by the risks associated with informal acquisition of the language through digital environments. To address this issue, an eight-stage methodology is proposed for the formation of cultural and linguistic identity. It includes: diagnostics of competence levels; integration of the cultural context of the Azov region into the basic curriculum; regional and historical modules; establishment of university centers for Russian culture; participation in nationwide initiatives; project-based learning; interregional collaboration; and identity reflection. A graduate competency model has been developed that enables students to become aware of their own cultural and linguistic identity. This approach aims not only to overcome gaps in language and communication skills but also to motivate individuals toward independent, in-depth study of the Russian language, taking into account its historical and cultural significance as well as civil identity.