Turkish language education in Kosovo, inclusive education policies, and challenges encountered in the educational system

Abstract

This study examines the historical development of Turkish language education in Kosovo within a chronological framework extending from the Ottoman period to the present and relates it to the inclusive education policies implemented after 2008. The purpose of the research is twofold: to reveal the role of the Turkish language in preserving cultural identity in Kosovo, and to evaluate the implementation of the principles of equality and inclusion in education within a multilingual and multicultural society. The study employs a descriptive methodology based on historical, sociological, and pedagogical data. The findings indicate that Turkish language education, which was rooted in the Ottoman period through madrasahs and sıbyan schools, gained an institutional character during the Yugoslav era; however, it experienced various interruptions due to political fluctuations, migration, and wars. The recognition of Turkish as an official language in 1951 marked a significant milestone for the Turkish community in Kosovo. Following Kosovo’s independence in 2008, Turkish language education was redefined within the framework of multicultural education, with the Department of Turkish Language and Literature at the University of Prishtina and the Turkish Language Classroom Teaching Program at the Faculty of Education in Prizren emerging as academic centers in this process. Nevertheless, shortages of teaching staff, insufficient instructional materials, and infrastructural challenges continue to limit the sustainability of Turkish language education. From the perspective of inclusive education policies, the reforms carried out by the Kosovo Ministry of Education, Science and Technology (MEST) have supported the educational access of individuals with special needs and minority communities; however, the expected outcomes have not been fully achieved due to teacher shortages and a lack of societal awareness in practice.