A Literature-Based Perspective on Learner-Centred EMI Pedagogies in Higher Education

In recent years, universities worldwide, especially in non-native English-speaking countries, have increasingly adopted English Medium Instruction (EMI) as part of their internationalisation strategies. This review paper examines the role of learner-centred pedagogy in EMI higher education programs, focusing on students’ experiences and perceptions. A thematic analysis of recent peer-reviewed literature was conducted, with studies selected based on relevance to EMI and learner-centred teaching in higher education. The review identifies key challenges, pedagogical practices, and institutional factors influencing learner-centred EMI. Findings indicate that while learner-centred approaches have the potential to enhance engagement and learning outcomes, their effectiveness is often limited by inconsistent institutional support, cultural mismatches, and language barriers that emphasising that student-centred approaches are critical to EMI success, promoting inclusivity, participation, and meaningful learning. Implications for researchers, policymakers, and educators are discussed, with recommendations for evaluating and improving learner-centred EMI practices in internationalised higher education.