Publication Details
Abstract
This article explores the cognitive-pragmatic characteristics of publicistic texts centered on education. Publicistic discourse functions as an important medium for shaping public opinion, transmitting social values, and organizing cognitive representations of educational reforms and problems. Combining cognitive-linguistic and pragmalinguistic perspectives, the study examines conceptual metaphors, framing, lexical choice, communicative intention, numerical evidence, institutional terminology, and persuasive strategies in selected educational publicistic materials. The analysis shows that these texts rely on shared knowledge, mental models, evaluative framing, and illocutionary force to guide interpretation and encourage social engagement. The findings indicate that educational publicistic discourse does not merely report facts; it also constructs socially meaningful models of reform, quality, professional identity, and institutional modernization.