This study legally examines the right to education in one’s mother tongue. The research adopts a descriptive-analytical method with an applied objective and is based on the premise that Iran, as a multi-ethnic country with extensive linguistic diversity, is obliged to realize mother-tongue education for its speakers. In this regard, Article 15 of the Constitution, which emphasizes the importance of this right, constitutes the central focus of the study.



The sources used include library materials, credible academic articles, and the views of officials. The findings indicate that despite the extensive efforts of legal, social, cultural, and political activists to implement this constitutional principle, no significant progress has yet been observed, particularly in primary schools. This has led to a decline in the number of speakers of local languages, especially among the younger generation.



Furthermore, the examination of existing obstacles and the presentation of practical solutions show that education in the mother tongue not only causes no harm to the official language, but also faces no legal barrier to its realization. The most important challenge in implementing this right is the lack of serious will at decision-making levels, a reality that can be clearly observed in the primary schools of Ilam Province as a Kurdish-speaking province. When a teacher writes the word âb on the board, a Kurdish student in Ilam Province mentally visualizes it as âw.