D ue to the increasing internationalisation of higher education, universities must ensure the professional development of their teaching staff in English-Medium Instruction (EMI). Nevertheless, very few universities have the means to invest in teacher training and offer their teachers the opportunity to develop the competences that will ensure best practice in teaching and learning. In order to find a low-cost and flexible solution, two universities, Universidad de Cadiz (Spain) and the Université Libre de Bruxelles (Belgium) piloted an online tandem teacher training programme in 2014-2015. This programme was designed to help teachers face the challenges and opportunities of the multilingual and multicultural learning space (Lauridsen & Lillemose, 2015).

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This paper reviews how higher education should rethink the Continuous Professional Development (CPD) of their teaching staff, so that English-Medium Education (EME) is integrated in addressing issues of sustainability (solving problems that threaten humanity and the quality of life). Four focal points are selected: promoting inclusive and equitable quality education; shifting to a transdisciplinary approach; dialogic teaching and learning; and digitalising EME practices. The paper, which draws on research findings, presents an overview of the current contexts of teacher training for EME in Europe, with specific examples of available best practices. This is followed by a vision for future directions to link internationalisation of education and EME to the Sustainable Development Goals (SDGs) with a focus on educational development fit for global engagement. The current importance of training EME lecturers for teaching in English is acknowledged, but it is stressed that professional development must evolve to include emerging global teaching and learning competences. The last section is dedicated to practical recommendations for all EME community members.

English-medium education (EME) has traditionally been associated with attracting international students – one-way mobility – in combination with English L1 speaker norms due to the prestige and global hegemony of English. The implications of using EME go beyond mere communication, since they also affect ways of thinking, seeing and practising the disciplines and this has been reflected in public controversies in Sweden. University leadership has to consider the pedagogical, linguistic, and cultural implications of internationalization and the impact of Englishization. This chapter offers a partial governance overview of EME in Swedish HEI and exemplifies EME interpretations with two case descriptions, where one focuses more on EME and the other more on the internationalization of the curriculum.

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