Embracing bilingualism in healthcare education: key stakeholders’ voices

The results highlight the complex balance between globalisation goals and local linguistic realities in medical education. EMI is widely valued for its alignment with global medical standards and professional communication demands; however, its exclusive use may hinder learning outcomes for students with limited English proficiency. The strong endorsement of a context-sensitive bilingual approach underscores the need to integrate students' first language and language support mechanisms within EMI policies. These insights provide actionable recommendations for policymakers, curriculum designers, and educators to optimise EMI implementation while maintaining educational equity and quality.