July 13, 2025 – Baku
Education Minister Emin Amrullayev’s proposal to introduce Chinese language instruction in Azerbaijani schools has ignited both support and skepticism across the country, with educators, experts, and citizens questioning whether the initiative is feasible or premature.
Speaking at the 8th ADA International Education Conference, Amrullayev described the plan as a forward-looking strategy aligned with global trends. He emphasized the need for local training of Chinese-language teachers, instead of relying solely on foreign instructors.
Support Framed as Investment in the Future
Supporters see the initiative as a bold response to the geopolitical and economic rise of China. Farida Agayeva, a secondary school teacher in Gabala, called the idea a “strategic step” that could open new opportunities for students, especially in rural areas. “Learning Chinese isn’t just about the language — it’s about gaining access to the worlds of technology, trade, and international relations,” she said. “It may boost students’ confidence and expand their aspirations.”
Agayeva stressed that the success of the initiative hinges on proper teacher training and resource development. “Chinese has a unique structure and cultural context. Teaching it requires more than just linguistic fluency — it demands pedagogical expertise.” She also argued for equal implementation across urban and rural schools, warning that language education must not deepen the urban-rural divide.
Challenges: Teachers, Materials, and Demand
Others raised concerns about capacity. “Chinese is extremely complex, with a distinctive phonetic and writing system,” said Nuranə Xanmadova, an English teacher in Salyan. “We need native-level speakers, preferably those trained in China, to begin building a sustainable teaching base.”
Education expert Ilham Ahmadov warned that the move, while well-intentioned, may be premature. “We’ve been teaching Russian and English for decades, and even those programs aren’t as effective as they should be,” he said. “Launching Chinese before we’ve figured out how to teach core subjects like math, Azerbaijani, or computer science could be a misstep.”
Ahmadov acknowledged China’s growing influence but questioned the practicality of immediate implementation. “This is a 10- to 15-year project — developing textbooks, training staff, setting standards. If we aren’t ready to invest in that timeline, we risk turning the idea into a symbolic gesture rather than a functional program.”
Public Reaction Mixed
Online responses range from excitement to skepticism. Some highlight the utility of Chinese in global trade and diplomacy, while others argue that English and Russian remain far more useful internationally. Others voiced concern about the strain on an already overburdened education system.
Despite mixed reactions, the Ministry of Education appears committed to exploring the initiative. The rollout strategy, teacher pipeline, and long-term vision remain to be clarified.
Whether the Chinese language becomes a staple of Azerbaijan’s curriculum will depend not just on political will — but on the country’s ability to translate aspiration into educational infrastructure.
The Kaspi article, shared by Oxu.Az, concludes that while introducing Chinese into Azerbaijani schools might be strategically sound, its success will depend on whether the country can build the educational foundation to support it — not just announce it.
