Sustainable Development of Higher Education in Georgia: ‘A Disability Path’
Author : Liya Kalinnikova Magnusson, Khatia Khatiashvili, Gvantsa Chanturia, Kakhaber Kordzaia 30/09/2025
Article ABSTRACT
This study conducts a comprehensive policy analysis of Georgian higher education (HE) in relation to Sustainable Development Goal 4, specifically target 4.5 on inclusive education for persons with disabilities, spanning the post-independence period from 1991 to 2024. Employing the transformative paradigm in disability research (TPDR), the analysis conceptualizes a “disability path” within HE through axiological, ontological, epistemological, and methodological lenses across three distinct governance periods. Using a retrospective inquiry approach, key policy documents—including the Constitution, education laws, and ministerial directives—were treated as “texts in formulation” to examine their origins, formulation processes, and engagement with inclusive education goals. The second governance period (2003–2012) marked the foundational platforming of legal inclusion, characterized by decentralization efforts and alignment with Bologna Process reforms. The 2005 enactment of separate Laws on General and Higher Education formally established state responsibility for ensuring equitable, lifelong access to education and delegated HE institutions the mandate to foster inclusive environments. This period institutionalized the legal recognition of disability inclusion, supported by accreditation and quality assurance mechanisms. The third period (2012–2024) expanded governmental responsibilities across education, social protection, health, and accommodation sectors. Significant legislative advancements included the 2014 Law on the Elimination of All Forms of Discrimination, interministerial cooperation, infrastructural adaptations, and enhanced resource allocation. Key milestones, such as the 2018 constitutional inclusion of social assistance provisions and the 2020 Law on the Rights of Persons with Disabilities, consolidated comprehensive governmental accountability. Overall, the study reveals a progressive, albeit complex and uneven, evolution of inclusive education policy in Georgian HE, reflecting both international commitments and internal socio-political dynamics aligned with SDG 4.5.
Keywords: sustainable development in education, higher education, disability research, policy education studies, inclusion, Georgia.
Article DOI: https://doi.org/10.55367/VVWA4351