Ratna Sari Dewi, Reza Anis Maulidya, Siti Zulfa, Yatni Fatwa Mulyati, Fahrurrozi
Indonesia's educational reforms increasingly emphasize Science, Technology, Engineering, and Mathematics (STEM) education through the adoption of English Medium Instruction (EMI) to enhance students' global competitiveness. However, the limited English proficiency of science teachers remains a critical barrier to effective STEM instruction. This study employs a Systematic Literature Review (SLR) to examine existing research on EMI implementation in STEM classrooms, highlighting both challenges and opportunities. Findings indicate that inadequate English language skills among teachers, disparities in resource distribution between urban and rural schools, and limited professional development opportunities significantly hinder EMI's success. These barriers not only affect the quality of STEM education but also impede students' comprehension of complex scientific concepts. Addressing these challenges requires comprehensive teacher training programs that integrate STEM content mastery with pedagogical strategies for EMI. Additionally, policymakers should consider structured EMI training, bilingual education models, and equitable resource allocation to support teachers in delivering high-quality STEM education. By enhancing teachers’ linguistic and instructional capacities, Indonesia can foster a more inclusive and globally competitive STEM education system. © 2026 Author(s)
Islamic State University Syarif Hidayatullah Jakarta, Indonesia, Banten, Tangerang Selatan, 15412, Indonesia; State University of Jakarta, DKI Jakarta, Jakarta Timur, Indonesia
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