Politicization of Education Policy in Transitional Democracies: A Case Study of Georgia's Education Reform

Education policy in transitional democracies is particularly vulnerable to politicization due to weak institutional safeguards, polarized political environments, and unstable policy continuity. This study examines the politicization of education reform in Georgia, analyzing how recently announced policy changes reflect broader patterns of political control rather than evidence-based educational development. Using qualitative policy analysis, the research focuses on government-announced reform proposals, official statements, and public discourse to assess how political priorities and ideological narratives are embedded in the reform agenda.The analysis demonstrates that the reform is shaped by centralized agenda-setting, ambiguous political concepts such as “university identity,” and governance mechanisms that increase state control over academic institutions. Proposed structural changes, including the reduction of schooling and degree durations, are shown to undermine Georgia’s alignment with the Bologna Process and restrict international academic mobility. Drawing comparative insights from the Russian precedent, the study highlights the risks of academic isolation and ideological capture associated with politically driven education reforms.The findings suggest that the reform does not enhance educational quality or institutional autonomy but instead advances the politicization and centralization of the education system. By weakening academic freedom, marginalizing professional expertise, and distancing Georgia from European education standards, the reform poses significant risks to democratic development and European integration. The study concludes that safeguarding education policy from political interference is essential for democratic resilience in transitional democracies.