Linguistic status as a basis for rating the quality of language education in BRICS countries

The relevance of the study stems from the need to rethink existing ranking approaches, which fail to reflect the cultural, linguistic, and institutional characteristics of universities in BRICS countries. As a new educational space emerges, there is a need to create fair and representative assessment tools capable of taking into account the actual achievements of universities in linguistic education and intercultural communication. The aim of this study is to develop a universal model for rating the quality of linguistic training in BRICS countries based on the integrated indicator of “linguistic status”. The scientifi c novelty lies in the development of a system of parameters refl ecting the academic, sociocultural, and institutional characteristics of national educational systems, as well as in a critical assessment of the applicability of Western methodologies to the BRICS context. The obtained results provide an opportunity to use the proposed parameter – “linguistic status as a basis for rating the quality of language education in BRICS countries” – for domestic and international assessments of the eff ectiveness of language programs, increasing the transparency and comparability of academic indicators, strengthening inter-university cooperation, and integrating the educational systems of BRICS countries into the global linguistic space. Th e research methodology includes a comparative and content analysis of national rating systems, systematization of assessment parameters, and a qualitative interpretation of the obtained data. Conclusions. Th e development of a universal rating model for assessing the quality of linguistic education based on the linguistic status indicator represents an important step toward the formation of a fair and culturally sensitive academic assessment system in BRICS countries. Th e proposed system of parameters allows for consideration not only of academic achievements but also of socio-cultural, linguistic, and institutional characteristics, which is particularly relevant in the context of global educational polyphony.