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Abstract
The growing globalization of higher education has led to an increasing adoption of English-Medium Instruction (EMI) in non-English-speaking countries, particularly in economics and business-related disciplines. This study investigates the effectiveness of teaching economics subjects through English and evaluates its impact on students’ academic achievement, language proficiency, and professional readiness. Using a mixed-method approach, the research analyzes quantitative academic performance data and qualitative feedback from students and instructors enrolled in EMI-based economics courses at tertiary institutions. The findings reveal that EMI enhances students’ access to global economic knowledge, improves academic English competence, and fosters critical thinking skills essential for modern economic analysis. However, challenges such as linguistic barriers, cognitive overload, and uneven instructional preparedness were also identified. The study concludes that EMI can be highly effective in economics education if supported by appropriate pedagogical strategies, language scaffolding, and institutional support mechanisms. The results contribute to ongoing debates on internationalization in higher education and provide practical implications for curriculum designers, policymakers, and educators implementing EMI in economics programs.
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