Investigation of English as a Medium of Instruction (EMI) in Libyan Higher Education

Abstract

English as a Medium of Instruction (EMI) has largely been researched in the worldwide context. This study investigated Libyan teaching staff’s preparedness for EMI. A qualitative case study design was used to collect data from EMI 30 lecturers in ten Libyan public universities. Data were gathered through an online questionnaire with Likert-scale and open-ended questions. Quantitative data were analyzed through descriptive statistics, whereas qualitative responses were treated with thematic analysis. The main findings show pervasive concerns regarding students' English proficiency, dependence on code-switching, and the absence of a systematic EMI evaluation and training. These findings explicitly respond to the main research question, validating that EMI readiness, linguistic challenges, and assessment inefficiencies are pertinent challenges. The paper concludes that successful EMI in Libya needs localized solutions, institutional commitment, and specialized pedagogical support to transition from symbolic adoption to substantive implementation.