The interest towards using telepresence robots in a variety of educational contexts is growing, as they have a great potential to enhance the educational experience of remote learners and provide support for teachers. This paper describes a study, examining the perception of Georgian university personnel about the use of telepresence robots in education. This exploratory research aimed to obtain evidence-based information on how the personnel (16 persons) from eight Georgian universities perceived the telepresence robots’ role in enhancing learning and teaching, and what challenges, benefits, opportunities, weaknesses and threats would characterise these robots. The results of the study revealed that the university personnel perceived telepresence robots to have a great potential to enhance educational activities. In addition, the participants indicated the major challenges, benefits, opportunities, weaknesses and threats, regarding integrating telepresence robotics into the teaching and learning in Georgia. Recommendations for future research are also presented.

This article discusses the results of the research carried out within the frame of a joint project of two faculties Ivane Javakhishvili Tbilisi State University (the Faculty of Humanities and the Faculty of Psychology and Education) ''Elaboration of Multilingual Education strategies for integration of ethnic minorities into society'' and focuses on the degree, quality and effectiveness of competence in the Georgian and English languages revealed by non-Georgian speaking students enrolled in Georgian Universities within the frames of the programme referred to as 4+1.

This paper discusses the issues of multilingual education in Georgia using the example of teaching Georgian as a state language and English as a foreign language to the representatives of ethnic minorities of Azerbeijani and Armenian origin. The data are based on the findings of the project "Elaboration of Multilingual strategies for integration of ethnic minorities into society (using the example of Georgia)" carried out at Tbilisi State University.Having explored the problems and challenges students of ethnic minorities face in Georgia, the article offers several recommendations.

Like any other country with a multilingual environment, the representatives of ethnic minorities in Georgia still face problems of integration into society unless they have a good command of the state language. As is known, in order to command a language (whether it is a state, regional, foreign or a minority language), the policy employed must be based on certain principles in accordance with the state policy regarding the issue.Based on the above, the research subjects of this article are to discuss (1) measures taken by the Georgian state to solve the issues regarding multilingual education and (2) outline challenges and future prospects in this respect.