THE PARADOX OF PREPARATION EMI TRAINING, NEED FRUSTRATION AND TEACHER DEMOTIVATION IN HIGHER EDUCATION

Сажетак

This study examines the demotivating role of competence and autonomy need frustration among instructors teaching via English as a Medium of Instruction (EMI). Drawing on Self-Determination Theory (Deci & Ryan 2000; Ryan & Deci 2020), it investigates whether three background variables – completion of EMI-specific training, EMI teaching experience and class composition (integrated versus separate groups of students) – explain variation in these psychological dimensions. Data were collected from university professors engaged in EMI and analyzed to assess the influence of these factors. Results revealed that EMI training was consistently associated with higher levels of both competence and autonomy frustration, whereas class composition and EMI experience showed no significant effects. These findings suggest that current training practices may inadvertently heighten instructors’ awareness of challenges without sufficiently addressing
structural and institutional constraints. The study underscores the need for training that not only develops pedagogical strategies but also supports instructors’ psychological needs, thereby sustaining motivation and enhancing EMI teaching quality.