This study explores computer science instructors' perspectives on using English as a medium of instruction (EMI) in higher education. Employing a qualitative approach with semi-structured interviews, it uncovers practical implications for educational policy and practice. The research is grounded in the increasing global adoption of EMI in technical fields like computer science, emphasizing the need to examine real-world applications and challenges from those directly involved in teaching.
The intended outcomes are to provide evidence-based recommendations for EMI policy development and enhance the quality of computer science education. The study aims to inform policymakers and educators about effective strategies and practices, ensuring successful implementation of EMI policies that address both instructors' and students' needs.
Findings reveal key challenges in implementing EMI, such as limited English proficiency among instructors and students, and a lack of clear teaching and assessment guidelines. Effective management strategies identified include incorporating students' mother tongue and adapting personal teaching methods. These insights highlight the necessity for comprehensive policy planning and support for instructors in EMI programs.