ENGLISH-MEDIUM INSTRUCTION AS AN EDUCATIONAL REFORM IN UZBEKISTAN

Abstract

In recent years, English-Medium Instruction (EMI) has emerged as a significant dimension of educational reform in Uzbekistan. As part of broader efforts to modernize higher education and enhance global competitiveness, universities have increasingly introduced English as a language of instruction across various disciplines. This article examines EMI as a policy instrument and pedagogical transformation within the Uzbek higher education context. It analyzes the motivations behind EMI adoption, its perceived benefits for students and institutions, and the structural and linguistic challenges accompanying its implementation. The study argues that while EMI contributes to internationalization, academic mobility, and employability, its effectiveness depends on linguistic preparedness, faculty development, and equitable access. Sustainable integration of EMI requires coherent language policy planning and continuous institutional support.