Education discourse is the ensemble of spoken, written, and multimodal forms of language through which educational ideas, policies, practices, identities, and values are produced, represented, and negotiated in specific social and institutional contexts ^[1][2][3][4]. It refers to patterned ways of talking and writing about education—such as policy texts, curricula, research articles, media coverage, classroom talk, and textbook narratives—that shape how educational problems are defined, what goals are prioritized, and which roles are assigned to learners, teachers, and institutions ^[1][2]. Education discourse is characterized by recurring concepts, metaphors, framings, and argument structures that constitute and legitimize particular understandings of schooling, learning, and educational change, while marginalizing or excluding others ^[2][3][4]. Within educational research and policy analysis, education discourse denotes the field of inquiry that examines these language practices as social and ideological phenomena, treating discourse not simply as communication about education but as a structuring force that influences educational decision-making, classroom interaction, and the wider public perception of education ^[1][2][3][4].