EDI in EMI: Equity, diversity and inclusion in English-medium instruction transnational higher education

Global inequalities and shifting socio-political contexts make it urgent to rethink Equ(al)ity, Diversity and Inclusion (EDI) in English-medium instruction (EMI) within transnational higher education. Asia, home to the majority of L2 English language learners worldwide, is a key context where EMI can implicitly reinforce cultural hierarchies and marginalize multilingual or underrepresented learners. This study explores how students, teaching staff and administrators perceive and experience EDI at a case higher education institution in China, focusing on how inclusive teaching practices, staff diversity and institutional policies can support glocal citizenship. Using a mixed-methods approach, findings show that fostering a sustainable culture of inclusion requires attention not only to curriculum, assessment and culturally responsive pedagogy, but also to equitable hiring and staff representation, institutional policy, and ongoing professional development. EDI teacher awareness and preparation in EMI higher education matters, particularly when most students are local nationals and faculty come from diverse global and national backgrounds. Language education in higher education extends beyond language skills, to cultivating graduate attributes such as critical thinking, intercultural competence and sustainable mindsets essential for glocal citizenship. While this study focuses on a single case institution in the Sino-foreign higher educational context, the findings offer insights relevant to other transnational EMI contexts. Future innovations, including AI-mediated tools, may be thoughtfully considered to enhance personalized and accessible learning, however culturally sensitive approaches to EDI remain central to preparing university graduates for responsible and sustainable glocal citizenship.