On 23 April, the Mission, in collaboration with the Novopecherska School, held a forum entitled “Educational Practices for Preserving the Crimean Tatar Language and Culture: The Experience of the ‘Holosni’ Project”.

The event highlighted the results of two years of work on the educational project “Holosni”, through which students in grades 5–11 study the Crimean Tatar language, learn about the history and culture of Crimea, and explore the theme of national identity in a broader context. Overall, between November 2024 and May 2025, 47 lessons were conducted in the Crimean Tatar language, and 18 events focused on the culture and history of the Indigenous peoples of Ukraine were held, engaging 211 students. Additionally, 97 letters were written to political prisoners as part of the “Letters to a Free Crimea” initiative, among other activities.

The forum brought together educators and representatives of state institutions and the civil society sector. Participants discussed how formal and non-formal education can support the Crimean Tatar language and culture, as well as opportunities for cooperation between various institutions.

Opening remarks were delivered by Permanent Representative Olha Kuryshko, member of the Mejlis of the Crimean Tatar People Hulnara Bekirova, and Educational Director of the Novopecherska School Polina Komarova. The project’s results were presented by Olha Krapyvianska, coordinator of the Crimean Tatar linguistic and cultural project “Holosni” and teacher-organiser at the Novopecherska School.

Olha Kuryshko noted that supporting educational and language projects is part of the struggle for Crimea and a way to unite society. According to her, the state has already intensified its policy in this direction; in particular, the work of the National Commission on the Crimean Tatar Language has been resumed. The Permanent Representative emphasised that such initiatives have strategic importance, as they create an environment where language and culture are preserved and passed on — serving as the foundation for the future return of Crimea.

“The preservation and development of the Crimean Tatar language is a form of resistance. Now, in times of war, when the Russian Federation is trying to destroy Ukrainian identity, the identity of Indigenous peoples, and national minorities, uniting around this issue is extremely important”, Olha Kuryshko emphasised.

In turn, Hulnara Bekirova stressed that following the temporary occupation of Crimea and parts of southern Ukraine, Russia has been systematically destroying the Crimean Tatar language and education: schools are being closed or having their status changed, and educational programmes are being curtailed. However, even under these conditions, children continue to learn — under the threat of searches, they secretly connect to online lessons and write in their native language. Bekirova emphasised that language and identity cannot be taken away, urging everyone not only to preserve but also to pass on Crimean Tatar culture, because as long as the language is spoken, Crimea remains alive, and Ukrainians will undoubtedly return there.

In her speech, Polina Komarova emphasised that the preservation of culture and identity begins with living memory, a living voice, and the involvement of children. According to her, projects like “Holosni” enable children of different backgrounds to better understand each other and form a shared Ukrainian identity. She stressed that Ukrainian society is impossible without Indigenous peoples, particularly the Crimean Tatars, and that knowing their culture, traditions, and language makes children more open, conscious, and capable of mutual respect.

This was followed by a panel discussion entitled “Education as a Tool for Preserving Crimean Tatar Identity: Challenges and Opportunities”. The discussion featured Dmytro Chupryna, Acting Head of the Expert Group on School Education at the School Education Directorate of the Ministry of Education and Science of Ukraine; Olha Vyshnevska, Head of the Department of Amateur Art and Language Educational Events at the Ministry of Culture of Ukraine; Viktor Kovrei, Head of the Ethnopolitics Department at the State Service of Ukraine for Ethnic Policy and Freedom of Conscience; Ruslan Matushevskyi, a Crimean Tatar language teacher at the Novopecherska School for the 2025–2026 academic year; and Mira Hanzha, a participant in the “Holosni” project’s language courses.

The discussion was moderated by Lesia Yurchyshyn, a history, jurisprudence, and civic education teacher at the Novopecherska School.

During the discussion on the place of the Crimean Tatar topic in education, Dmytro Chupryna noted that this component is already integrated into the school curriculum — through Ukrainian literature and history. At the same time, he emphasised that the modern education system is flexible: schools can independently expand this focus, adding more language, culture, and history. According to him, the Ministry is ready to support such initiatives — in particular, new programmes, textbooks, and educational projects — provided there is a demand from educators and author teams.

Continuing the topic, Olha Vyshnevska drew attention to the growing interest in Crimean Tatar culture in Ukraine. This is confirmed, among other things, by state grant programmes: in recent years, dozens of projects have been supported with tens of millions of hryvnias — ranging from research and the creation of cultural products to digital archives and international promotion. She also stressed that the state is gradually developing the academic aspect as well, specifically through conferences and support for Crimean Tatar studies.

In the broader context of state policy, Viktor Kovrei highlighted that the issue of Indigenous peoples is currently a priority: the implementation of the relevant law is underway, interagency groups are operating, and the status of the Mejlis as a representative body has been officially secured.

Meanwhile, Crimean Tatar language teacher Ruslan Matushevskyi focused on practical challenges. He pointed out that the main problem is the lack of high-quality textbooks and teaching methodologies, especially for those learning it as a non-native language. Because of this, teachers are forced to create educational materials themselves essentially from scratch, which complicates the development of systematic learning.

At the end of the discussion, the topic took on a personal dimension through the story of student Mira. She shared that she became interested in the Crimean Tatar language after a literature lesson where she heard a Crimean Tatar fairy tale. This impression grew into a conscious decision to study the language — she was captivated precisely by the vibrancy and depth of the culture she discovered during that lesson.

In conclusion, the participants were introduced to the Novopecherska School and took part in masterclasses.