Exploring English-medium instruction (EMI) in health sciences: students’ experiences and implications for broader implementation in Moroccan higher education

Abstract

Purpose This study aims to examine the adoption of English medium instruction (EMI) in Moroccan higher education by exploring university students’ perceptions and experiences in an English-taught Health Sciences program at the University of Mohammed VI for Health Sciences in Casablanca. Design/methodology/approach The study follows a qualitative research design, drawing on the principles and techniques of Grounded Theory methodology. Data was collected through semi-structured interviews with 20 undergraduate students enrolled in the EMI health sciences program. Findings Findings indicate that the participants perceive their EMI experience positively and advocate for its expansion in Moroccan higher education institutions (HEIs). Most students believed EMI improves their English proficiency and disciplinary literacy without compromising their content learning. Practical implications A phased implementation of self-selected EMI programs alongside existing programs is more appropriate for the Moroccan context to allow students to choose the medium that aligns with their language abilities and career aspirations. To support student success, English for Academic Purposes (EAP) courses should be integrated into EMI programs, offering targeted language instruction to help students overcome language difficulties and enhance their disciplinary literacy. Originality/value To the best of the authors’ knowledge, this study is the first empirical investigation of EMI in health sciences in Moroccan HEIs. It contributes to the limited volume of research on EMI in Moroccan HEIs. Additionally, the study’s findings offer recommendations for lecturers, institutions and policymakers to enhance the effectiveness of EMI in the Moroccan context.