The Right to the Best Interests of Children: Theoretical and Conceptual Developments

Background and Objective: The right to education in one's mother tongue is recognized as a fundamental human right in several international instruments, including the Universal Declaration of Human Rights (۱۹۴۸), the International Covenant on Economic, Social and Cultural Rights (۱۹۶۶), and the Convention on the Rights of the Child (۱۹۸۹). This right not only contributes to the personal development of children and the preservation of cultural identity but also plays a vital role in preventing linguistic discrimination and fostering social cohesion. However, the implementation of this right varies significantly across national constitutions and educational policies. This study aims to examine and compare the recognition of the right to mother tongue education for children in the constitutions of selected countries and to assess their alignment with international human rights standards. Method: This research employs a comparative-analytical approach based on the examination of constitutional texts and education policies in a range of countries representing both monolingual and multilingual legal systems. It also draws on relevant international human rights jurisprudence, including decisions of the European Court of Human Rights. Ethical Considerations: All academic research ethics have been observed in this study, including respect for intellectual property, proper citation of legal and academic sources, and objective analysis free of bias or misrepresentation. Findings: The findings indicate that while some countries —such as Canada, Belgium, and Switzerland —legally recognize the right to