Adopting English as a Language of Instruction of STEM in Tunisian Higher Education Institutions: Promises and Challenges

Abstract

This research paper investigates the promises, challenges, and perspectives of teaching STEM subjects in English within Tunisian higher education institutions. The study explores the potential benefits of English-medium instruction (EMI) in Science, Technology, Engineering, and Mathematics (STEM) education, highlighting enhanced global competitiveness, improved English language proficiency, and increased access to international resources and collaborations. Additionally, it examines the challenges faced by educators and students, including language barriers, curriculum adaptation, faculty training, and student support. Through a comprehensive analysis, the paper aims to provide insights and recommendations for effectively implementing EMI of STEM in Tunisian higher education institutions. The paper concludes with a recommended action plan for the proper introduction of EMI of STEM in Tunisia, addressing both the potential advantages and the practical challenges to ensure a successful transition. This research is crucial for informing educational policies and practices, aiming to elevate the quality and accessibility of STEM education in Tunisia while aligning with global educational trends.