International Journal of Education and Development using ICT

International Journal of Education and Development using ICT > Vol. 21, No. 3 (2025)

Implementing English as a Medium of Instruction in Algerian Higher Education: The Role of ICT in Addressing Challenges and Leveraging Opportunities

Salma ALEB, Higher School of Management and Digital Economy
Loucif Leila, Mohamed Khider University of Biskra

Abstract
The adoption of English as a Medium of Instruction (EMI) in Algerian higher education presents both significant opportunities and considerable challenges. This mixed-methods study investigates the role of Information and Communication Technologies (ICT) in navigating this transition across three public universities in Algeria. Data were collected from 230 students, 45 faculty members, and 6 administrators through surveys, semi-structured interviews, focus groups, and document analysis. Quantitative findings revealed significant linguistic challenges, particularly in understanding technical vocabulary (M=4.02, SD=0.71) and academic writing (M=3.91, SD=0.83). Statistical analyses demonstrated positive correlations between ICT usage and student engagement (r=.45, p<.01), with ICT-enhanced pedagogical approaches showing significant improvements in learning outcomes (t=3.87, p<.001). Qualitative analysis identified five major themes: ICT as language support, infrastructure limitations, pedagogical training needs, digital literacy gaps, and enhanced international collaboration. The study found that while 82.2% of faculty use Learning Management Systems, only 35.6% integrate specialised language learning platforms. Infrastructure challenges and varying digital literacy levels emerged as significant barriers. The findings support all three hypotheses, demonstrating that strategic ICT integration can reduce linguistic barriers, improve learning outcomes, and enhance international collaboration opportunities (effect sizes d=1.18-1.77). Based on these results, a five-component framework for technology-integrated EMI implementation is proposed, emphasising infrastructure investment, comprehensive training programmes, and evidence-based pedagogical strategies. This research contributes to understanding how developing nations can leverage technology to internationalise higher education whilst addressing context-specific challenges in multilingual settings.

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