Ukrainian Experience in Teaching Higher Mathematics in English: Outcomes and Challenges
DOI:
https://doi.org/10.55630/mem.2026.55.214-222Keywords:
higher mathematics, bilingual instruction, English Medium Instruction (EMI), bilingual mathematics education, subject-oriented bilingual teaching/learning modelsAbstract
This article examines the implementation and effectiveness of an English-medium mathematics course for engineering students at the National University “Zaporizhzhia Polytechnic”. The study analyzes student attitudes, challenges, motivational factors, and academic outcomes among participants of EMI and traditional Ukrainian-language groups. Quantitative results show no significant differences in final grades, confirming that foreignlanguage instruction does not hinder students’ acquisition of mathematical content. Qualitative findings highlight the cognitive benefits of bilingual learning, including enhanced attention to conceptual structures and improved professional language skills. The study identifies the need for adapted teaching materials and emphasizes the importance of methodological support for successful EMI implementation.
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