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<p>International mobility offers substantial career development benefits, yet the decision to pursue such opportunities is often shaped by an individual’s socioeconomic background and abilities. This perpetuates existing inequalities, limiting access for less advantaged individuals. Education has the potential to disrupt this cycle of social reproduction. This study investigates the impact of university curriculum design, specifically the introduction of English as a Medium of Instruction (EMI) courses, on post-graduation international mobility. Our findings indicate that EMI courses significantly enhance the likelihood of international mobility. Furthermore, we uncover heterogeneous effects, showing that EMI courses are particularly effective in encouraging students from lower socioeconomic backgrounds and those with weaker language skills to pursue global opportunities. These results highlight the transformative potential of well-designed curricula in reducing inequality, demonstrating that universities can empower students from disadvantaged backgrounds to alter their future paths through thoughtful educational interventions.</p>

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Breaking the cycle: the role of EMI courses in promoting international mobility for disadvantaged students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月10日

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  • Jie-Yu Yang,
  • Eric S. Lin

摘要

International mobility offers substantial career development benefits, yet the decision to pursue such opportunities is often shaped by an individual’s socioeconomic background and abilities. This perpetuates existing inequalities, limiting access for less advantaged individuals. Education has the potential to disrupt this cycle of social reproduction. This study investigates the impact of university curriculum design, specifically the introduction of English as a Medium of Instruction (EMI) courses, on post-graduation international mobility. Our findings indicate that EMI courses significantly enhance the likelihood of international mobility. Furthermore, we uncover heterogeneous effects, showing that EMI courses are particularly effective in encouraging students from lower socioeconomic backgrounds and those with weaker language skills to pursue global opportunities. These results highlight the transformative potential of well-designed curricula in reducing inequality, demonstrating that universities can empower students from disadvantaged backgrounds to alter their future paths through thoughtful educational interventions.