Mother Tongue Teaching and Educational Policies for Sustainable Global Quality Education (SDG4)

Objective: This study examines the impact of educational policies and legal frameworks on mother tongue teaching, for quality education (SDG4). Theoretical Framework: The study emphasizes the importance of educational policies and the legal framework in Albanian education, particularly regarding student development and improving the efficiency of the education system. Methods: The study is based on a review of national and international literature, including legislation, curricula, the National Education Strategy of the Republic of Albania, and the author’s extensive experience in teaching. Results and Discussion: The findings highlight the critical role of educational policies in advancing mother tongue teaching in alignment with national educational strategies. They underscore the significance of students' academic development and teacher qualifications. Research Implications: This study offers theoretical and practical insights into how educational policies and teaching practices can be harmonized to achieve quality education (SDG 4). Originality/Value: The study provides an original perspective and innovative analysis of the interaction between national strategies and teaching practices, emphasizing their impact on the linguistic and social development of students within the SDG 4 framework. The findings contribute to policymakers, educators, and educational institutions.