Pedagogical and AI-aware readiness of EMI instructors in higher education: Competencies for teaching effectiveness and inclusion

Chaymae Ettaji; Maryam Charafi

doi:10.32674/0e5h7182

Authors

Chaymae Ettaji School of Arts and Humanities - Moulay Ismail University of Meknes, Morocco https://orcid.org/0009-0001-0259-4485
Maryam Charafi School of Arts and Humanities - Moulay Ismail University of Meknes, Morocco https://orcid.org/0009-0000-5260-2052

DOI:

https://doi.org/10.32674/0e5h7182

Keywords:

AI-aware pedagogy, English-medium instruction (EMI), higher education, instructor readiness, pedagogical competencies

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.

Author Biographies

Chaymae Ettaji, School of Arts and Humanities - Moulay Ismail University of Meknes, Morocco

Chaymae Ettaji is a doctoral researcher in applied linguistics at the School of Arts and Human Sciences, Moulay Ismail University. Her research is situated at the intersection of language policy, English-medium instruction (EMI), and multilingualism in higher education, with a particular focus on language ideologies, patterns of participation, and questions of linguistic equity within academic settings. Adopting a qualitative, discourse-analytic orientation, her work critically examines how language practices are shaped, negotiated, and institutionalized within higher education policy environments. She is particularly interested in the sociopolitical dimensions of EMI and the implications of language choices for inclusion, access, and knowledge production. She is a recipient of the PASS Scholarship, a competitive award granted in recognition of academic excellence and demonstrated research potential.
Maryam Charafi, School of Arts and Humanities - Moulay Ismail University of Meknes, Morocco

Maryam Charafi is pursuing a doctoral degree in Applied Linguistics. She currently serves as a teaching assistant at the School of Arts and Humanities, Moulay Ismail University of Meknes, where she obtained her Master's degree in Applied Language Studies. Her research centers on English Language Teaching and Learning, with a particular focus on Ecolinguistics and Ecopedagogy integration into foreign language education. The National Center for Scientific and Technical Research (CNRST) fully supports her research endeavors, facilitating her investigation into innovative approaches to foreign language education through a green lens.

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