This systematic review examines English as a Medium of Instruction (EMI) policy research across the Arab world, analyzing 49 Scopus-indexed studies from the year 2000. The review highlights how EMI has become central to higher education in the region, especially in science, medicine, and technology, with varying impacts on student performance, cultural identity, and learning outcomes. Most studies show that students and instructors often face challenges due to linguistic and pedagogical barriers, with many preferring Arabic as the medium for conceptual clarity and cultural alignment. Research predominantly covers Gulf countries like Saudi Arabia and the UAE, with Saudi Arabia leading in funded studies, revealing a need for increased research from underrepresented Arab countries.
Results indicate a tension between the benefits of EMI, such as access to global resources and career advantages, and the limitations it imposes on students with lower English proficiency. Bilingual policies and translanguaging strategies are suggested to support learning, while stakeholders advocate for more teacher training and context-specific EMI policies. The study concludes by recommending expanded collaboration among Arab and international researchers and the integration of stakeholders like parents and policymakers in future research to better address the complexities of EMI in diverse educational and cultural contexts.