University Teacher’s Perceptions for English-Medium Instruction (EMI) Professional Training: A Case Study of Kainan University Faculty

English-Medium Instruction (EMI) has become a central component of globalized education, allowing institutions to deliver courses in English to improve international competitiveness and accessibility for teachers and students. This paper reports the perspectives of five faculty members from a northern Taiwan private university who participated in an overseas short-term teacher training program at a Southern California State University, the United States, in 2025, aimed at enhancing their professional knowledge and teaching strategies in EMI. A qualitative research approach was adopted, including using the five semi-structured written open-ended questions and a focus group interview. This study captures insights of teachers into the professional development, instructional challenges, subject knowledge, language awareness, pedagogical shifts experienced, and self-reflection by these faculty members. Findings highlight the perceived impact of the professional development training on teachers’ language proficiency, pedagogical teaching skills in EMI, language awareness, intercultural communication competence, and the broader implications for EMI in Taiwanese higher education.