جسور المعرفة
Volume 12, Numéro 1, Pages 01-14
2026-03-26

Investigating The Challenges And Solutions In Transitioning To English-medium Instruction: An Applied Study At Saida University



Authors : Fekih Miloud . Boubekeur Sihem . Charaf Abdelkader .

Abstract

This qualitative study examines the challenges and solutions in transitioning to English-Medium Instruction (EMI) at Saida University in Algeria. English-Medium Instruction (EMI)—defined as the use of English to teach academic subjects in countries where English is not the first language—has become a significant global trend in higher education internationalisation. Using a qualitative research design grounded in Creswell's methodological framework, data were collected through semi-structured interviews and focus group discussions with 24 university teachers across diverse academic disciplines. Thematic analysis revealed four primary challenge themes: linguistic preparedness (inadequate English proficiency among teachers and students), pedagogical adaptation (difficulties in modifying teaching approaches for EMI), resource limitations (insufficient institutional support and materials), and cultural identity concerns (tensions between English adoption and Arabic academic identity). Despite these challenges, participants identified strategic solutions including gradual implementation models, targeted professional development, and collaborative teaching frameworks. The findings suggest that successful EMI implementation requires comprehensive institutional strategies that address both linguistic and pedagogical needs while respecting local cultural and academic contexts. This study contributes to the growing body of EMI research in Arab higher education contexts and offers evidence-based recommendations for stakeholders involved in EMI policy and practice.

Keywords

English-Medium Instruction ; higher education ; teacher perspectives ; language policy ; educational challenges

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