Discover how countries around the world are implementing English as a Medium of Instruction (EMI) to enhance internationalization, competitiveness, and academic excellence.
The prevalence of English Medium Instruction (EMI) programs in non-English-speaking countries has reached a significant threshold, with evidence suggesting that a growing number of universities, particularly in Asia, are adopting these programs as a strategic response to globalization and the demand for internationally competitive education (Le & Nguyen, 2022; Meenasantirak & Chaiyasuk, 2024). This trend is particularly pronounced in Asian contexts, where governments and higher education institutions are increasingly implementing EMI to enhance the global standing of their graduates (Uehara & Kojima, 2021). For instance, in Japan and China, policies have been established to promote EMI as a mechanism for producing graduates capable of thriving in the global job market (Macaro et al., 2021).
Interestingly, the drive for EMI often originates from policymakers and university leaders rather than individual faculty initiatives, illustrating a top-down approach in many cases (Uehara & Kojima, 2021). Furthermore, studies highlight that effective implementation of EMI requires careful consideration of pedagogical strategies to address the diverse linguistic backgrounds of students, emphasizing the role of faculty development and support systems (Kim et al., 2023; Xu & Xiao, 2023; Muttaqin, 2022). As institutions navigate these changes, the challenge remains to balance content delivery with the necessary linguistic support, ensuring that all students can benefit from EMI frameworks (Huiling & Ismail, 2022; Volchenkova & Kravtsova, 2021).
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The Bologna Process (1999) unified higher education systems and boosted EMI growth. Nations such as the Netherlands, Sweden, and Denmark offer most of their master’s programs in English. EMI aligns with international student recruitment and academic mobility strategies.
Countries such as Japan, South Korea, China, and Vietnam consider EMI part of their modernization policies. Universities seek to attract foreign students and raise research rankings, while balancing linguistic diversity and local identity.
The Code of Conduct for International Students ensures quality and transparency in EMI programs. Universities balance internationalization with Dutch language protection through staff training and policy regulation.
The “Double World-Class” initiative promotes EMI to elevate global rankings. Courses are often bilingual to support accessibility for students with varying English proficiency levels.
Japan’s Global 30 Project and Korea’s BK21 Plus Program provide funding for EMI expansion and international faculty recruitment. The goal: to nurture world-class universities and global graduates.
The National Foreign Language Project 2020 aims to enhance English competence and encourage EMI adoption. Vietnamese universities increasingly collaborate with international partners for EMI curriculum design and lecturer training.
Despite rapid expansion, EMI policies face tensions and ethical questions:
• 30,000+ EMI programs in Europe (ICEF, 2023).
• Asia’s EMI programs grew 400% (2010–2020).
• Middle East expansion led by global branch campuses.
• Africa’s EMI growth tied to UK and Australian partnerships.
EMI reshapes the role of TESOL professionals: from teaching English to facilitating academic communication across disciplines. TESOL experts now design EMI materials, train lecturers, and contribute to language policy decisions. In this context, linguistic sensitivity becomes a core competency in higher education leadership.
EMI has become a cornerstone of global education reform. Its growth reflects both ambition and adaptation—balancing global integration with local identity. The most effective EMI systems combine inclusive policy design, teacher preparation, and ongoing linguistic support to sustain educational excellence.
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