Jul 2026· Journal of Interdisciplinary Studies in Education· Vol 15, pp. 173-200· 0 citations· 10 references
TL;DR
This research investigates the pedagogical readiness of university instructors delivering disciplinary content in English, concentrating on their abilities in instructional design, intercultural classroom facilitation, and AI-aware pedagogy.
Abstract
As English-medium instruction (EMI) gains increased prevalence in higher education worldwide, instructors face distinctive challenges related to effective and inclusive teaching in a language other than their own. While language proficiency is necessary for EMI, it equally demands pedagogical competencies to render subject matter accessible and equitable. This research investigates the pedagogical readiness of university instructors delivering disciplinary content in English, concentrating on their abilities in instructional design, intercultural classroom facilitation, and AI-aware pedagogy. These areas are central to an instructor's capacity to adapt content for diverse learners and integrate technology responsibly. Gathering data from EMI instructors across various disciplines, descriptive analysis was employed to understand their overall competency profile, strengths, and development needs. This explanatory study emphasizes documenting the current landscape rather than predictive modeling, revealing the competencies most commonly demonstrated. The findings illuminate the skills that distinguish effective EMI instructors, with practical implications for faculty training, curriculum planning, and university policies. By focusing on pedagogical aspects, this research shifts attention beyond language proficiency toward a comprehensive framework for EMI teaching effectiveness.
This study provides a narrative review of contemporary challenges in teaching English as a Foreign Language (EFL) in higher education across diverse international contexts. It synthesizes evidence from peer-reviewed studies published between 2020 and 2025. The analysis identifies six interrelated domains of difficulty: student-related factors (proficiency, motivation, anxiety), cultural and linguistic diversity, pedagogical and methodological constraints, community attitudes and perceptions, curriculum and assessment systems, and teacher, technological, and institutional limitations. Rather than representing isolated barriers, these challenges interact across policy, institutional, pedagogical, and learner levels. Positive attitudes toward English often coexist with critiques of inequality; Communicative Language Teaching (CLT) is endorsed in policy but undermined by exam-driven curricula; and technology promises innovation yet exacerbates inequities without adequate training and infrastructure. The review argues that sustainable improvement depends on systemic coherence across policy, institutional governance, curriculum design, teacher development, and learner-centered practice rather than isolated interventions. Future research should expand comparative research across underexplored regions, employ longitudinal designs to assess the durability of reforms, and critically examine the role of emerging tools such as artificial intelligence (AI) in language instruction. By integrating evidence across diverse educational contexts into a coherent multi-level framework, the study contributes a holistic perspective on improving EFL teaching in higher education.
: English‑Medium Instruction (EMI) refers to the teaching of academic subjects in English in contexts where English is not the students’ first language. EMI has expanded rapidly in higher education worldwide over the past two decades as part of university internationalization, student mobility, and academic competitiveness. However, the extent to which EMI contributes to student success-beyond simply using English in instruction-remains debated. This review synthesizes empirical and theoretical research on student success in EMI settings, focusing on academic achievement, language development, classroom engagement, learning experience, and equity. The evidence indicates that EMI has the potential to support students’ disciplinary learning and English proficiency; however, success is most likely when there are adequate language supports, informed pedagogy, teacher capacity, and inclusive institutional policies. Without such supports, EMI may exacerbate language challenges and learning inequities.
Jianghua Wu· Adult and Higher Education· 0 citations
Experiential learning integrates experience, reflection, and application, offering pre-service teachers authentic opportunities to connect theory with practice and prepare for classroom realities. This study investigated the academic and practical preparedness of third-year Bachelor of Elementary Education (BEEd ) students for Experiential Learning Course, focusing on their competencies in academic content mastery, instructional delivery, classroom management, instructional materials and technology, and intrinsic motivation. A descriptive quantitative design was e mployed, using a validated researcher-made survey administered to all 63 third-year BEEd students through total population sampling. Data were analyzed using weighted mean and ranking to determine levels of preparedness. Findings revealed that students generally rated themselves as “Prepared” across all domains. Strengths were evident in less on planning, classroom routines, and intrinsic motivation, while notable gaps emerged in handling classroom disruptions, formulating higher order questions, and designing assessments for critical thinking. These results highlight the transitional challenge s faced by thirdyear BEEd students as they move from theoretical coursework to practical classroom application. The study recommends practice-based learning, inquiry-driven strategies, simulation-based classroom management, workshops, seminars, and mentorship programs to bridge th e gap between theory and practice. By addressing these areas, teacher education programs can better equip pre-service teachers for experiential learning and real-world classroom demands. This research contributes to Sustainable Development Goal 4: Quality Education, ensuring that future educators are not only academically competent but also practically prepared to foster inclusive and effective learning environments.
Jericho Andrew Paunillo, Jonah Eliza Prado-Tordecillas, Darlyn Grace Tolentino et al.· Pedagogy Review: An Internat...· 0 citations
The integration of Artificial Intelligence (AI) within Technical-Vocational Education and Training (TVET) is increasingly shaping the educational landscape, presenting both novel pedagogical opportunities and complex challenges. This systematic literature review investigates how instructors and students perceive and experience the implementation of AI-supported teaching and learning approaches in TVET settings. This review addresses the growing need to understand the human dimensions of AI adoption in vocational education, particularly from the perspectives of those directly involved in teaching and learning. As AI technologies become increasingly embedded in educational practices, examining the experiences, perceptions, and concerns of instructors and students is essential for informing effective and responsible implementation strategies. By synthesizing evidence across diverse TVET contexts, this review provides insights into emerging opportunities, challenges, and implications for policy and practice. Following the PRISMA 2020 framework, an initial database search on Lens.org yielded 580 records. After applying rigorous inclusion and exclusion criteria, including filters for publication date, document type, and subject matter, 19 empirical studies were selected for final qualitative synthesis. The findings reveal three overarching themes. First, while instructors exhibit optimism regarding efficiency gains, they express significant concerns about dehumanization, cognitive decline, and threats to academic integrity. Second, students experience enhanced psychological safety through instant feedback, yet face a paradox of being "Engaged but Amotivated" alongside risks of severe technological dependency. Third, AI implementation in TVET is uniquely constrained by the necessity for tactile skill mastery, industry precision, and alignment with local cultural practices. Ultimately, maximizing AI's potential in vocational education requires addressing systemic infrastructure barriers and preserving the hands-on, human-centric core of TVET.
Iron G. Morales, John Hillard Mansueto, Russel M. Dela Torre· International journal of res...· 0 citations
Learning styles remain an important consideration in ESL instruction, particularly in engineering education contexts where accommodating diverse learner preferences is crucial for effective technical and professional communication. Despite growing recognition of learner diversity, limited empirical research has examined how ESL teachers in engineering colleges translate this awareness into actual classroom practice. This study employed a convergent parallel mixed-methods design, combining a VARK (Visual Auditory Read/Write and Kinesthetic) based questionnaire administered to 40 ESL instructors with semi-structured interviews conducted with 15 participants across five engineering colleges in the Chengalpattu district, Tamil Nadu, India. Read/Write and Auditory modalities were the most consistently accommodated learning styles across all institutions, reflecting a shared emphasis on traditional lecture-based and text-centered instruction. Visual and Kinesthetic modalities showed considerable variation, with some institutions demonstrating significantly stronger implementation of hands-on and visual learning strategies than others. Qualitative findings revealed that resource limitations, assessment misalignment, and the absence of targeted professional development represent the primary barriers to balanced learning style accommodation. Although ESL instructors broadly recognized the importance of accommodating diverse learning styles, implementation consistency varied significantly across institutions. The findings suggest that multimodal instructional approaches, assessment reform, and institution-level professional development are essential for improving learning style accommodation in engineering ESL contexts.
S. U., R. V· Asian-Pacific Journal of Sec...· 0 citations
The growing linguistic diversity of classrooms has increased the need for instructional approaches that support equitable and meaningful learning experiences. Multilingual pedagogy has emerged as an effective approach for improving science learning by utilizing students' linguistic resources while promoting conceptual understanding, participation, and inclusion. The present study examined teachers' readiness for implementing multilingual pedagogy in science classrooms. A descriptive survey method was adopted. The sample comprised 80 science teachers teaching Grades VI–X in CBSE and State Board schools of Ahmedabad, selected through purposive and simple random sampling techniques. Data were collected using a self-developed Teachers' Readiness Scale consisting of 30 statements distributed across five dimensions: Awareness of Multilingual Pedagogy, Positive Attitude toward Multilingual Pedagogy, Pedagogical Competence, Classroom Implementation Readiness, and Professional Development and Training. Descriptive statistics, including mean, standard deviation, frequency, percentage, quartile analysis, and independent samples t-test, were employed for data analysis. The findings revealed that the majority of teachers demonstrated moderate to high readiness for implementing multilingual pedagogy in science classrooms. Teachers expressed positive perceptions regarding multilingual teaching practices and strongly recognized the importance of professional development for effective implementation. No statistically significant differences were found in teachers' readiness with respect to gender, teaching experience, or school board. The study concludes that science teachers possess favourable readiness for multilingual pedagogy; however, continuous professional development, institutional support, and multilingual teaching resources are essential for strengthening classroom implementation. The findings support the vision of the National Education Policy (2020) in promoting multilingual, inclusive, and learner-centred science education.
Anshika Chudasama· International Journal For Mu...· 0 citations
