Dual Perspectives on EMI in Polish Higher Education: Challenges, Solutions, and Policy Implications

• In Event: Higher Education Policy at the Intersection of Immigration, Funding, and Lifelong Learning

Proposal

English Medium Instruction (EMI) programs have been introduced across higher education institutions worldwide, often with little empirical evidence supporting their implementation. Poland has similarly adopted this trend, despite limited prior research on its effectiveness. This qualitative study addresses the gap by investigating both lecturers' and students' perspectives on EMI in Poland, drawing on semi-structured interviews with 16 lecturers and 16 students from 15 different faculties at various universities. The interviews, lasting 30-40 minutes, were guided by a corresponding protocol, and the data was collected and analyzed using the grounded theory approach to uncover the perceived challenges and potential solutions. The main challenges identified include language-related difficulties faced by students, who require significantly more time to effectively study through EMI. Lecturers, on the other hand, do not exhibit language difficulties but expressed a need for professional training to enhance their pedagogical skills and manage the multicultural classroom environment. Additionally, lecturers report a lack of English-language resources provided by universities, limiting their ability to equip students with appropriate materials. The study also found that while students autonomously choose to study through EMI, recognizing the benefits it offers, lecturers often teach through EMI due to a top-down policy. Moreover, the findings suggest that universal EMI policies may not adequately address the specific needs of individual faculties, emphasizing the importance of tailoring the recruitment process to assess the language proficiency required for each program. Tailored language support is recommended, particularly for students struggling with specialized terminology, and lecturers are encouraged to be more attuned to the needs of a multicultural student body. By addressing these issues, the quality of EMI courses can be enhanced to better meet the demands of globalized higher education.

Author

• Milosz Marcjanik, Doctoral School of Humanities, University of Warsaw