This article examines the scientific-theoretical foundations, stages of historical development, and methodological features of teaching the Armenian language within the Azerbaijani educational system. The research substantiates that language instruction is not merely a linguistic process but a complex phenomenon intertwined with social, cultural, and political contexts. Particular emphasis is placed on analyzing the functional, analytical, and strategic significance of learning the Armenian language against the backdrop of the new geopolitical realities forming in the South Caucasus region, especially during the post-war period. The article reviews communicative, comparative, and contextual teaching approaches, evaluates the role of digital technologies and innovative educational tools in this field, and assesses the functional and strategic importance of teaching the Armenian language in light of the new realities established in the region since 2020.

The study demonstrates that although the teaching of the Armenian language is conducted on a limited scale within the Azerbaijani educational system, it exists as an important scientific direction in higher education and research environments. The instruction of the language serves not only to develop philological knowledge but also to foster intercultural dialogue, deepen the understanding of regional processes, and strengthen analytical skills within the information environment. The article examines both historical sources and contemporary educational strategies in a comparative manner, and puts forward proposals for the improvement of the pedagogical process. In conclusion, the teaching of the Armenian language is evaluated as a promising field from both academic and strategic perspectives, and its development creates additional opportunities for regional cooperation and scientific integration.