Language policies and language situation in higher education in Ukraine

LPs are designed to regulate the use of languages in society and prevent conflicts. In modern Ukraine, the language has been politicised since it regained its independence. LPs are transforming from a colonial instrument of influence into a mechanism for responding to society's demands or socio-political needs. The educational sphere, particularly HE is one of the most institutionalised environments for the implementation of LPs. The instability of language policies and the dynamics of language attitudes in the context of contemporary socio-political upheavals in Ukraine make this study relevant. The dissertation fills a significant gap in Ukrainian sociolinguistics: the sphere of HE lacks a comprehensive interregional analysis of LP implementation, both at the formal and informal levels. The aim of this study is to provide a comprehensive analysis of the conditions of LPs and the peculiarities of their implementation in Ukraine's HE system. Thus, the RQs are formulated as follows: RQ1. What are the historical factors contributing to the development of LP in Ukraine? RQ2. Which LPs are related to the sphere of education? RQ3. What is the reality of the implementation of LP in academia? RQ4. What are the factors motivating people to change their language choice? The subject of the study is the application of LPs in HE institutions in the 4 largest unoccupied cities of Ukraine, representing different geographical regions: Kyiv, Kharkiv, Odesa, and Lviv. The object of the study is language practices and language attitudes in the academic environment. The research data covers: (a) documents that defined LP in the territories of modern Ukraine from the end of the 17th century to 2025; (b) online questionnaire of students and teachers (with both quantitative and qualitative data for the period 1991-2023); (c) transcripts of individual semi-structured interviews conducted online; (d) additional materials, including archive materials, demographic statistics, and secondary sociolinguistic literature. The study uses a mixed-methods research approach, which includes: (1) descriptive analysis of legislative acts of the state entities that existed in the territories of modern Ukraine; (2) quantitative analysis of changes in language behaviour in the academic domain based on the online questionnaire; (3) thematic analysis of questionnaire and interview data. The key findings include: Ukrainian language in HE in Ukraine functions as an academic lingua franca, but the degree of its dominance varies significantly depending on the wider context. Lviv stands out as having the highest level of Ukrainian language use. In Kyiv, Ukrainian is also quite widespread, and moreover, the use of Russian is gradually being replaced by English in academic contexts. Odesa and Kharkiv lag significantly behind in terms of Ukrainian language use. Mixed language practices prevail there, especially in informal contexts. The general trend of the spread of Ukrainian language use continues in all four regions in all domains. This indicates a gradual shift from post-colonial models of language behaviour to national-state norms. The change in language behaviour is mainly socially and politically motivated, rather than being the result of direct normative pressure. The Revolution of Dignity (2014) and Russia's full-scale invasion (2022) contributed to a reassessment of language practices and a multiple increase in the prestige of Ukrainian as a language of security, resistance and a symbolic border with the aggressor. English also plays an important role in terms of professional mobility and European integration. There is also a significant gap between declared institutional policies and actual practices. In conclusion, the contemporary Ukrainian academic space appears as a dynamic sphere in which LP and language behaviour interact in the context of decolonisation, war, and European integration.