Curriculum Development for Teaching Georgian Language to International Medical Students in Georgia: Needs, Challenges, and Educational Strategies

Abstract

As Georgia emerges as a hub for international medical education, the need for effective Georgian language instruction tailored to international medical students has become increasingly urgent. This study explores the unique linguistic, academic, and professional challenges faced by foreign students enrolled in Georgian medical universities. While many institutions provide basic language courses, these often fail to address the specific communicative needs required in clinical and academic settings, such as doctor-patient interactions, comprehension of medical terminology, and participation in practical internships.

This research also responds to the requirements of Clause 11 of Section 4 (Teaching, Learning, and Assessment) of the Sectoral Characteristics, which mandates that foreign-language medical education programs must include Georgian language instruction for effective communication with patients and medical staff, totaling no less than 12 ECTS credits.

The research employs a mixed-methods approach, combining surveys of international medical students with interviews of Georgian language instructors and medical faculty. It investigates students’ experiences with current language instruction, identifies key obstacles in acquiring Georgian within a medical context, and evaluates the adequacy of existing curricula. The study also draws from best practices in Language for Specific Purposes (LSP) and models of curriculum development from comparable multilingual educational environments.

Findings highlight a pressing need for targeted language instruction that goes beyond everyday communication to include professional and culturally sensitive language use in healthcare settings. The paper proposes a flexible, tiered curriculum structure that integrates medical vocabulary, clinical communication skills, and contextual learning opportunities such as hospital shadowing and role-plays.

Ultimately, this research contributes to the advancement of language education policy in Georgia and supports the academic and professional success of international medical students through evidence-based curriculum design.