Despite having socio-distinct linguistic backgrounds, however somehow culturally related, Oman and Algeria are two Arab nations where English Medium of Instruction (EMI) programs are becoming more involved. Hence, investigating (EMI) in the educational systems of these two countries can assist in identifying similarities and differences in how EMI is perceived and utilized. This may highlight the unique challenges and successes and provide a broader understanding of EMI’s effectiveness in diverse though culturally related settings. Therefore, this paper aims to conduct a literature review study to investigate the use of (EMI) in the educational systems of Oman (as an Arab Middle Eastern country) and Algeria (as an Arab North African country) using Semantic Scholar as an AI tool. The studies in Oman and Algeria highlighted similar themes regarding EMI, such as its effectiveness for preparing students for professional opportunities and the challenges faced by educators and institutions in its implementation. Both contexts emphasized the importance of faculty support, professional development, language support, and institutional changes. However, differences emerged in areas like the impact on students, parental perspectives, and the approach to collaboration versus gradual integration of EMI.