Challenges and Ethics of Technology Use in EMI

English as a Medium of Instruction (EMI) increasingly relies on digital tools and learning platforms to support teaching and learning. Learning Management Systems (LMS), real-time translation applications, speech recognition tools, and artificial intelligence–assisted learning companions now play a substantial role in classroom practice. In many Asian higher education systems, where EMI adoption is expanding rapidly, technology provides valuable scaffolding to help both lecturers and students navigate linguistic and disciplinary demands. However, the use of technology in EMI contexts also raises pedagogical, social, and ethical concerns that require careful and informed decision-making.

Research indicates that technology can enhance accessibility and student engagement in EMI environments, particularly when digital tools are integrated thoughtfully and aligned with sound pedagogical strategies. AI-driven platforms can provide personalized feedback and support the development of academic English, offering significant benefits for students working in a second or additional language (Baskara, 2023). For example, tools such as ChatGPT allow educators to customize instruction and provide tailored explanations or practice materials that respond to diverse student needs.

However, research also warns against overreliance on technological solutions. Excessive dependence on AI tools may contribute to reduced student motivation, limited creativity, and a weakened sense of academic autonomy, ultimately hindering deep learning (Alhur et al., 2025). These risks highlight the need for thoughtful and balanced integration, where technology enhances rather than replaces cognitive and communicative effort.

To maximize the benefits of technology in EMI, strategic and ongoing teacher training is essential. Educators must develop not only pedagogical and linguistic knowledge, but also technological and ethical literacy to make informed choices about tool selection, student data privacy, assessment integrity, and responsible AI use (Akintayo et al., 2024).

Ultimately, a balanced, reflective approach to technology use can support meaningful participation, linguistic growth, and equitable learning opportunities while safeguarding the human and relational dimensions of EMI instruction (Alhur et al., 2025). Technology should serve as a partner—not a replacement—in fostering holistic academic development.

1. Digital Tools as Support for EMI Teaching and Learning

Technology can help mitigate some common challenges in EMI environments. Students often face increased cognitive load when processing academic content in a second or additional language. Tools such as captioned lecture videos, multimodal resources, glossing dictionaries, and collaborative online workspaces can help students process, revisit, and internalize complex knowledge. For lecturers, technology can support lesson delivery, facilitate interaction, offer instant feedback, and streamline assessment management.

Moreover, mobile-based academic platforms and AI-powered learning tools can personalize study pathways, offering students individualized language support. Such scaffolding aligns well with EMI’s dual-focus mandate: maintaining content rigor while supporting learners’ ongoing linguistic development.

2. Unequal Access and the Digital Divide

Despite these benefits, technology can also reinforce inequity. In many institutions, not all students have equal access to high-speed internet, functional devices, or quiet study environments. EMI learners from rural or lower-income backgrounds may be disproportionately disadvantaged, particularly in blended or online EMI courses. As a result, the use of technology may unintentionally privilege students who already have stronger language proficiency and greater socio-economic resources.

Equity-oriented EMI pedagogy must therefore evaluate whether the digital solutions used in the classroom are realistically accessible to all learners, and if not, establish compensatory support measures.

3. Data Privacy, Surveillance, and Student Trust

Many EMI-supporting applications require user data collection, including voice samples, writing logs, engagement metrics, or even biometric patterns. When applied without transparency, such systems risk eroding student trust. Privacy concerns intensify when third-party platforms store data across borders or operate under unclear governance policies. Students may feel monitored or judged, especially when automated analytics are used to evaluate performance or participation.

Lecturers should communicate clearly how tools operate, what data is collected, how it is stored, and for what purpose. Ethical EMI technology integration requires obtaining informed consent, ensuring minimal data exposure, and using analytics to support learning rather than police it.

4. Academic Integrity and AI-Supported Learning

AI-powered writing assistants, translation software, and automated summarizers can aid comprehension and improve writing clarity. However, such tools also blur boundaries between language support and academic dishonesty. EMI instructors must help students differentiate between:

• Using AI tools to clarify meaning or revise wording
• Using AI to generate content in place of original thinking

Clear institutional guidelines and explicit classroom discussions are necessary to cultivate academic integrity in technology-rich EMI contexts. Rather than banning tools, educators should teach students how to use them responsibly.

5. Pedagogical Alignment and Instructor Preparedness

Even advanced digital tools cannot improve EMI instruction if used without pedagogical intention. Effective technology integration requires instructors to select tools that serve clear learning goals, design structured learning tasks around them, and evaluate their impact. Professional development for EMI lecturers should therefore include not only language support and discipline-specific instruction, but also digital pedagogy training.

6. Creating an Ethical and Inclusive EMI Technology Culture

An ethical approach to technology use in EMI includes:

• Ensuring accessibility and device-inclusive design
• Providing onboarding support for both students and lecturers
• Promoting transparency in data use and AI operations
• Embedding academic integrity education in classroom practice
• Encouraging reflective and critical discussion of technology choices

Ultimately, technology should expand, rather than restrict, learner agency and participation.