Аңдатпа
This article examines the opportunities and challenges associated with English-Medium Instruction (EMI) in multilingual universities of Kazakhstan. The study draws on survey and interview data collected from 252 undergraduate students and 18 university faculty members and focuses on three key dimensions of EMI implementation: institutional, professional-academic, and socio-cultural. The aim of the research is to explore how students and teachers perceive the impact of EMI on academic development, professional growth, and participation in the global educational environment. A mixed-methods approach combining quantitative and qualitative data analysis was employed. The findings indicate that students primarily associate EMI with access to international academic resources and the development of academic skills, whereas faculty members emphasize opportunities for international publication and professional advancement. At the same time, the results reveal persistent challenges related to oral communication among some students and limited confidence in English language proficiency among a proportion of instructors. Differences were also identified in students’ and teachers’ perceptions of the role of EMI in future career development. Despite these challenges, most participants view EMI as a beneficial initiative that supports the internationalization of Kazakhstani higher education and facilitates engagement with the global academic community. The study concludes that stronger institutional support and targeted pedagogical measures can enhance the effectiveness and inclusiveness of EMI, contributing to its sustainable implementation in multilingual university settings.