Navigating the Transition to English Medium Instruction in Algerian Universities

The growing global interest in teaching higher education courses in English has led to an increasing academic focus on English as a Medium of Instruction (EMI). This study explores Algerian university lecturers’ attitudes regarding the transition to EMI using a qualitative approach. As part of a larger study that surveyed 1,080 lecturers across Algerian universities, this analysis focuses on 100 respondents who provided open-ended survey responses. Thematic analysis identified five key themes: resistance and challenges to EMI, support for a gradual transition to EMI, the need for capacity building and professional development, the benefits of EMI for research and international competitiveness, and field-specific perspectives on EMI. The findings offer evidence-based recommendations for educational policymakers, researchers, and practitioners to support and facilitate the effective integration of EMI in higher education institutions, ultimately enhancing both teaching and learning outcomes.