Pedagogical and AI-aware readiness of EMI instructors in higher education

Abstract

As English-medium instruction (EMI) gains increased prevalence in higher education worldwide, instructors face distinctive challenges related to effective and inclusive teaching in a language other than their own. While language proficiency is necessary for EMI, it equally demands pedagogical competencies to render subject matter accessible and equitable. This research investigates the pedagogical readiness of university instructors delivering disciplinary content in English, concentrating on their abilities in instructional design, intercultural classroom facilitation, and AI-aware pedagogy. These areas are central to an instructor's capacity to adapt content for diverse learners and integrate technology responsibly. Gathering data from EMI instructors across various disciplines, descriptive analysis was employed to understand their overall competency profile, strengths, and development needs. This explanatory study emphasizes documenting the current landscape rather than predictive modeling, revealing the competencies most commonly demonstrated. The findings illuminate the skills that distinguish effective EMI instructors, with practical implications for faculty training, curriculum planning, and university policies. By focusing on pedagogical aspects, this research shifts attention beyond language proficiency toward a comprehensive framework for EMI teaching effectiveness.