The impact of English medium instruction in the Gulf: a comparative study of KSA and UAE

As a result of globalization and the belief that proficiency in English is essential for progress, English as the medium of instruction (EMI) has become prevalent in the Gulf states. While there is little debate over the advantages, recent research indicates that allowing English to dominate tertiar...

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Bibliographic Details
Published inCogent education Vol. 12; no. 1
Main Authors Aljehani, Khulod, Modiano, Marko
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 31.12.2025
Subjects
complex theory
Curriculum Studies
English medium instruction
Gulf state
identity
rhizomatic perspective
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ISSN2331-186X
2331-186X
DOI10.1080/2331186X.2025.2479402

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Summary:As a result of globalization and the belief that proficiency in English is essential for progress, English as the medium of instruction (EMI) has become prevalent in the Gulf states. While there is little debate over the advantages, recent research indicates that allowing English to dominate tertiary education can have adverse outcomes. The United Arab Emirates (UAE), which adopted EMI earlier than the Kingdom of Saudi Arabia (KSA), has experienced unfavorable consequences. A comparative analysis of the KSA and the UAE indicates that longer exposure to EMI is linked to heightened concerns about domain loss in the Arabic language, in Arab identity, and in learning outcomes. This study presents and analyzes data to assess the extent to which EMI influences students’ ability to acquire subject knowledge. Employing a rhizomatic and complex theory framework for analysis, the findings indicate that stakeholders should critically examine their perceptions and assumptions regarding EMI.
ISSN:2331-186X
2331-186X
DOI:10.1080/2331186X.2025.2479402