Internationalization is a relatively recent, wide-ranging, and diverse phenomenon in higher education. Over the past few decades, there has been a huge surge in internationalization in education. It has been made possible by using English as a Medium of Instruction (EMI). The internationalization of English as a Medium of Instruction (EMI) in Bangladeshi higher educational institutions has gained momentum, as institutions aim to align with global academic standards. However, the successful implementation of EMI heavily depends on the readiness, acceptance, and development of teachers, especially early-career teachers who joined in last three years. Despite the focus on teachers’ training and language proficiency, very little attention has been given to the role of teachers’ self-concept in shaping their attitudes towards EMI. Understanding whether self-concept influences early-career teachers’ readiness and acceptance of EMI is crucial for designing effective teacher development programs and policy interventions. The researcher uses a quantitative research design including survey for data collection and a statistical tool for data analysis. This research aims to address the gap by examining the relationship between self-concept, teacher development, and the acceptance of EMI among the faculties in Bangladeshi higher educational institutions.
A Sat, study studied this question.
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