Exploring Teachers’ Perceptions towards the Implementation of English as a Medium of Instruction in the Department of Economics at Ghardaïa University

Abstract

This study addresses a critical pedagogical issue currently reshaping Algerian higher education: the growing shift toward English as a Medium of Instruction (EMI) at the tertiary level. Despite national policy orientations promoting EMI, little is known about how instructors in non-language departments perceive and experience this transition in practice. This study therefore aims to explore the perceptions of teachers in the Department of Economics at Ghardaïa University towards the implementation of EMI. To achieve this, a mixed-methods approach was adopted, combining questionnaires and semi-structured interviews with Economics instructors. The findings revealed that many instructors held positive attitudes and valued EMI for the potential benefits it promises, such as internationalization, globalization, and the opportunities offered to both students and teachers. However, they also reported considerable challenges, including limited English proficiency, lack of pedagogical training, students' low comprehension, and insufficient institutional support. These findings carry important pedagogical implications: educational policymakers are urged to reconsider current EMI policies, while institutions are recommended to provide targeted training and sustained support to enhance teachers' classroom practices. Algerian higher education, challenge, Economics department, EMI (English medium instruction), instructor's' perceptions