Abstract: In the context of globalization in higher education, the widespread adoption of English as a Medium of Instruction (EMI) has become a significant feature of global higher education reform. However, the effective implementation of EMI teaching faces dual demands namely disciplinary expertise and language teaching competence, along with potential linguistic challenges for both students and teachers. Thus, systematic EMI teacher training is essential to ensure teaching quality. With an analysis of the EMI teacher training systems adopted by leading international universities (e.g., the University of Oxford, the University of Adelaide, the University of Queensland, and Monash University), this study reveals that an integrated system encompassing goal orientation, content modules, and implementation pathways has been well developed for EMI teacher training abroad. In terms of content, it centers on “EMI awareness-language proficiency-pedagogy”, characterized by systematicity, practicality, and sustainability. In terms of training model, it adopts diverse approaches such as seminar-based teaching, concept-based instruction, and practice-oriented pedagogy. Such successful practices offer valuable insights: EMI teacher training in China should adhere to five dialectical principles: integrating logical construction with practical needs, balancing leadership guidance with participant engagement, linking short-term outcomes with long-term development, fostering mutual enhancement between practical wisdom and research reflection, and combining declarative knowledge with procedural knowledge.

Key words: globalization of higher education, EMI, English-medium instruction, teacher education and training, teaching models