A Mixed-Methods Evaluation of EMI Expansion and Internationalisation in Federal Universities

The strategic expansion of English as a Medium of Instruction (EMI) represents a structural cornerstone within the internationalisation agendas of public and federal higher education systems globally. Driven by the imperative to elevate global rankings, foster transnational knowledge exchange, and attract diverse academic talent, university administrations have rapidly scaled English-taught coursework across varied academic disciplines [1]. This institutional shift profoundly reshapes academic ecosystems, altering language dynamics, pedagogical approaches, and institutional identity within traditional public universities [4].

Despite widespread administrative momentum, the operational implementation of EMI frequently encounters pronounced structural frictions and pedagogical misalignments. Faculty members often navigate substantial discrepancies between expected instructional competence and the requisite disciplinary discourse required for effective teaching, which directly impacts classroom pedagogy and content comprehension [1], [8]. Concurrently, student bodies exhibit disparate levels of linguistic readiness, generating divergent learning trajectories that complicate the realisation of stated educational and internationalisation objectives across public institutions [5].

Evaluating these institutional transformations necessitates a comprehensive methodological framework capable of addressing both macro-level policy benchmarks and micro-level instructional realities. Methodological approaches combining descriptive policy matrices with systematic qualitative textual discourse provide the requisite analytical depth to evaluate institutional readiness without oversimplifying instructional outcomes [6], [7]. Such evaluations establish the critical evidential baseline needed to assess whether curricular internationalisation aligns with institutional goals.

This research paper examines the operational landscape of EMI expansion within federal universities, focusing on the interplay between top-down institutional mandates and grass-roots instructional experiences. By establishing an evidence-based synthesis of pedagogical readiness, linguistic challenges, and institutional support mechanisms, the investigation advances sustainable governance pathways for public higher education systems balancing global integration with domestic academic equity.