English as a Medium of Instruction (EMI) is defined as the application of the English language for the instruction of academic subjects in countries or contexts where English is not the primary language of most of the population. In the context of higher education, EMI has gained prominence as a component of internationalization strategies. This paper presents a report on how English as a Medium of Instruction (EMI) has been implemented in higher education and how it impacts students, teachers, and educational institutions. The results show EMI improves students' English languages skills, especially in writing, speaking, listening, and reading, while fostering motivation, cultural understanding, and global possibilities. The analysis of 25 articles showed that improved language skills were the most cited EMI benefit (22%), and futures professionals training for better employability (12%). Although advantages exist, considerable problems linger teacher skill gaps, insufficient support, and students' comprehension issues. There are clear challenges, such as students' difficulties with specialized terminology and accents, as well as the need for adequate teacher training and institutional support. Universities often lack sufficient linguistic and pedagogical support, prompting requests for customized ESAP (English for Specific Academic Purposes) programs. Another challenge is the lack of teachers’ training (14%). For EMI to be successful, language skills, stakeholder views, and institutional dedication are all vital. EMI can transform education and careers by matching policy, training, and curricula with learner needs and global standards. The research indicates EMI is a potent method for improving global interaction, assuming thorough support systems exist.
Muñoz et al. (Wed,) studied this question.