The Literacy Crisis in Georgia: A Multidimensional Analysis and an Integrated Solution Model

Abstract

This paper addresses one of the most acute challenges within the Georgian education system: the critically low level of functional literacy among students, as evidenced by international assessments such as PISA and PIRLS. The aim is to move beyond a symptomatic description of the problem and, by synthesizing international scientific literature and local practice, to develop an integrated, multidimensional model for its resolution. According to the paper's main thesis, the literacy crisis is not a singular issue but the result of the collapse of three interconnected systems: cognitive deficits, primarily manifesting as a weakness in structural language components (morphosyntax); a psychological vicious cycle, where academic failure leads to loss of motivation and learned helplessness; and socio-environmental factors, including ineffective support from school, family, and peers. In response to this complex diagnosis, the paper proposes a holistic strategy based on a proactive, multi-tiered system of support (RTI), the implementation of evidence-based pedagogy (e.g., Reciprocal Teaching), and systemic reforms in curriculum, teacher professional development, and assessment. The paper concludes that overcoming the literacy crisis requires a long-term, coordinated national strategy aimed not just at improving PISA rankings, but at raising a generation of thoughtful and engaged citizens.