In Estonia, the transition to teaching in the state language, primarily Estonian, is happening at a slower pace compared to Latvia. Schools undergoing this transition have pointed out that state support has been inadequate to meet the challenges they face, notably the shortage of qualified teachers. Last year, only kindergarteners, first-graders, and fourth-graders began learning in Estonian, with the process expanding this year to include additional grades. The Education and Science Minister Kristina Kallasa emphasizes the pressing need for teachers proficient in Estonian at a minimum B2 language level, a requirement that was not necessary for teachers who previously conducted lessons in Russian.

The educational reform has also sparked debates about teaching methodologies and the need for schools to adopt new approaches to enhance language proficiency among students. Unlike in Latvia, where there are initiatives to encourage students to communicate in the state language outside of class, Estonia appears to lack similar programs. Critics argue that without encouraging real-life use of the language, the transition risks being less effective in promoting fluency among students.

Financially, schools that are part of this transition have received between 40 to 60 million euros in additional funding to support the shift towards Estonian language instruction. However, educators and administrators continue to raise concerns about the pace of the transition and the resources available to ensure that students receive quality education in their new language of instruction. This situation poses significant implications for the overall educational landscape in Estonia as it navigates these changes.